It’s been awhile since I stirred the hornets nest, but an article I read this morning has me FIRED UP, so here it goes.
I believe some students in America should take less math.
This morning (9 years ago) in an article in the New York Times discussing a decline in math scores published five sample questions from the Algebra 1 section of the New York State Regents exam. I have copied one of the questions below.
The graph of f(x) is shown below. Which function could represent the graph of f(x)?
Interesting Image
a) f(x) = (x+2) (x2 + 3x - 4)
b) f(x) = (x-2) (x2 + 3x - 4)
c) f(x) = (x+2) (x2 + 3x + 4)
d) f(x) = (x-2) (x2 + 3x +4)
Did you know the right answer? Are you certain?
If so, good for you! I didn’t, and frankly I’m not surprised. Math and I have had an Ike and Tina Turner type relationship for years. Heck, I think we are solving for “x,” but the other letter is effing me up.
You should know that I am 56 years old, have a couple of college degrees and have owned and four businesses for over two decades. All of this is to say that barring any unforeseen radical turns in my life (such as suddenly deciding to become an astrophysicist), I have a pretty good understanding of the amount of math needed to be successful in my endeavors. Having said that, I have never needed the skill sets required to solve the problem listed above. In other words, I took (and struggled) too much math in high school.
Last week, we visited with my 8th grade son’s counselor, where even he “supposed” that the numbers around teaching numbers were trending downward. For example, because my son is taking Algebra in middle school, his required four year journey through analytics will include:
Geometry
Algebra 2/Trigonometry
Pre-Calculus
Calculus
This means in order to just graduate high school my son will need to (according to Wikipedia) “Understand a branch of mathematics focused on limits, functions, derivatives, integrals, and infinite series in preparation for a scientific career related to space exploration, telecommunications systems, computer science, engineering, medicine, pharmacology, business, meteorology, and music.”
Music? I don’t know where Wikipedia went to music school, but I assure you, if accurate, had very few tuba players and exactly ZERO drummers.
We keep hearing, "In order to maintain competitiveness in a global economy, we need more science, math and technology.” but with the confines of time (scheduling), testing, and costs, we have had to establish a hierarchy of learning that leaves me very uncomfortable regarding the expectations it sets and the message it delivers. I am not saying math isn’t important. I think math is important. In fact, very important.
I think math teaches analytical thought processes.
I think we need mathematicians and scientists in our society to be successful.
I think math is an appropriate and important benchmark for learning.
I believe numerical literacy will benefit every American.
I understand that math is important in many critical professions.
And let me be abundantly clear - I too want our American scientists and mathematicians to be the best educated people on the planet. I just don’t believe it needs to be EVERY child.
But, I want to know; when did we decide that:
Every child needs to know advanced math to be successful in life?
Math should be a primary benchmark of success for every child?
Should be required at the expense of all other classes?
Math would be the key analytic for determining our national success?
Decide that every child needs to be successful at math to be successful in life?
When did this happen? Was there a vote that I missed? Was there a national consensus reached of which I was not a part of? Was there a groundbreaking study show math = a life time of success and happiness? (See what I did there with the equal thingy?) What numbers were used to justify twelve years of numbers? I know the numbers associated with participation in music show higher GPA’s graduation rates, college acceptance/graduation rates, lower truancy, depression, and drug and alcohol use. How do those numbers sound?
If I had been at that meeting, or involved in that discussion, I would have told people that math IS important in fact very important. But not MORE important that music.
Music teaches individual and group analytical thinking processes that aren’t taught anywhere else during the school day. I also believe that music:
Teaches grit, determination, and selflessness that will make someone more successful at whatever they do.
Teachers (foreign) language, science, physical education, history, and art at the same time.
Challenges every individual student to rise to their personal potential but does so in an inclusive environment that is safe and welcoming.
Integrates students of differing ages, genders, country of origin, skill sets, etc. in meaningful ways.
Creates a more balanced, safe, and vibrant school community.
Serves to attract and retain the type of students we want other students to model.
Gives every child a greater chance at happiness and success not just in high school, but for the rest of their lives.
Music, being somewhat unique to America, should be a benchmark in determining national success in education as it expands challenges students in all ways and creates a more balanced human being.
Again, I am not advocating zero math and all music, just less math and more music. And, there is plenty of numbers that supports my theory. So, why are people so good with numbers, having trouble understanding my numbers numbers?
As I said, I’m not good at math. But even I can see these numbers don’t add up.