Article
The Math-Class Paradox
My Comments
This is an excellent article addressing the issue of mathematics education in schools today. School "mathematics" barely touches even the tip of my iceberg. Is the learning of mathematics merely a matter of performing under time pressure on tests and exams (and that puts many students off)? What about exploration, creativity, asking questions and discovering connections ... etc?
The thought provoking article is written by Jo Boaler, one of my favorite professors of mathematics education. It is definitely worth your while reading it!
Showing posts with label performance. Show all posts
Showing posts with label performance. Show all posts
Saturday, January 2, 2016
Friday, December 11, 2015
[MathEd] Critique: Problematising Mathematics Education
In Response to Article
The Politics of Math Education
My Comments
1. It is good to problematise mathematics education. Certainly politics is involved in the choice of mathematics curricula.
2. However, is it good to argue and debate so much that nothing gets done? Are you chasing down false dichotomies? Are you assuming that you cannot have it all?
3. In Singapore, we do not argue so much and students go on to perform well in "mathematics". Unfortunely, I feel, they get a very narrow and distorted view of what mathematics really is.
4. What is the answer the dilemma? I think it's a question of identity. I think students should make well-informed negotiated decision about the kinds of people they want to be and how a wholistic mathematics education serves to develop them not just in terms of skills and content, but also in terms of values, habits / dispositions, problem solving ability and critical thinking, ... etc. I would be interested to learn of and even work with curriculum planners heading in this direction.
The Politics of Math Education
My Comments
1. It is good to problematise mathematics education. Certainly politics is involved in the choice of mathematics curricula.
2. However, is it good to argue and debate so much that nothing gets done? Are you chasing down false dichotomies? Are you assuming that you cannot have it all?
3. In Singapore, we do not argue so much and students go on to perform well in "mathematics". Unfortunely, I feel, they get a very narrow and distorted view of what mathematics really is.
4. What is the answer the dilemma? I think it's a question of identity. I think students should make well-informed negotiated decision about the kinds of people they want to be and how a wholistic mathematics education serves to develop them not just in terms of skills and content, but also in terms of values, habits / dispositions, problem solving ability and critical thinking, ... etc. I would be interested to learn of and even work with curriculum planners heading in this direction.
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