It is no wonder why the schools in the United States are failing in math proficiencies. Often times I am discouraged by our nations “lack of” educational reform. Are the errors in which this nation face due to the inherent drive to succeed or the testing we inflict to “measure” this success?
In reading the book, “Math You Can Really Use-Everyday!” by David Herzog, I am enlightened by the processes he explains in teaching and learning math. I highly recommend that you read it! Sometimes I feel that when we are teaching math, student’s understand the steps and how to obtain the answers, but they are not aware of the overall picture. It helps put math in perspective as a whole. This book gives examples of when, where, and how you will utilize the information on an everyday basis. By doing so, it enlightens the child and broadens their view on math in general.
Understanding and knowledge comes from a variety of sources. Most of the time it is influenced by our own perceptions and/or a limited amount of individuals perceptions that surround, teach, and mentor us. Strengthening your knowledge also entails expanding those perceptions and reaching out to find answers to the questions on your own. This isn’t just applicable to math, but in all subjects. For example, if you were born into a family that hated math, attended a school that didn’t have the best math teachers, and hung out with friends that just “were not into math.” Your perception would be swayed on how you viewed math as whole. It is a trickle down effect to say the least.
Let’s start with the parents in the United States ages 25-34 for example, in 2011 the NCES conducted a survey which led to the results of the percentage of population who completed higher education. The United States had a total 53% of both male and females who completed some level of higher education. The Republic of Korea topped the charts at a total of 63% of both male and females who completed some level of higher education. (SOURCE: Organization for Economic Cooperation and Development (OECD). (2013a). Education at a Glance 2013: OECD Indicators, table A1.3a and web table A1.3b. Paris: Author. ) That same survey gathered information on public school teacher’s average starting salary per capita in U.S. dollars. The Republic of Korea’s average starting salary for teachers landed at $29, 834, while the United States average starting salary for teachers was $48, 112. Tallying highest for starting salaries among 13 countries.
Keep the above information in mind while we discuss the percentage of 8th grade student’s whose teachers reported that they participated in professional development activities for mathematics. The Republic of Korea had a total of 51% with professional development in “content”, 61% in “pedagogy”, 46% in “assessment”, and 27% of professional development on how to “integrate it” for 8th graders. The United States had a total of 73% with professional development in “content”, 73% in “pedagogy”, 61% in “assessment,” and 68% with professional development in “how to integrate it” for 8th graders. That is a 41% difference between the two countries for participation in professional development for mathematics.
Despite the increased professional development in mathematics for teachers in the United States, our national benchmarks are still significantly lower than other countries. Eighth grade students in the United States scored the following:
7% scored advanced
24% scored high
37% scored intermediate
24% scored low
8% scored below low
While The Republic of Korea’s 8th grade students scored the following:
47% scored advanced
30% scored high
16% scored intermediate
6% scored low
1% scored below low
That is a significant difference! Forty-seven percent of 8th grade students in The Republic of Korea scored “advanced” in mathematics and only 1% scored “below low!” That is astounding! The misfortunate measuring’s of 8th grade students in the United States only scored 7% for “advanced” and 8% “below low.”
It isn’t that our student’s DO NOT WANT to learn math because the NCES also conducted another study regarding students who liked learning mathematics. This particular survey was conducted by randomly selecting 8th grade boys and girls in various public schools and asking the following questions:
(1) I enjoy learning mathematics;
(2) I wish I did not have to study mathematics;
(3) Mathematics is boring;
(4) I learn many interesting things in mathematics; and
(5) I like mathematics.
Twenty percent of 8th grade boys in the United States were in agreement that they liked learning mathematics, while 18% of 8th grade girls in the United States were in agreement that they liked learning mathematics. In comparison, The Republic of Korea only had 9% of 8th grade boys that were in agreement that they liked learning mathematics, while 6% of girls agreed.
The statistical data doesn’t correlate with our nations average scores. It is a shame that students are wanting to learn mathematics, show an interest in liking mathematics and still can’t compete in international scores. Teacher’s in the United states start out at a higher salary, participate in professional development, and have the opportunities to collaborate, but our nations test scores still so low. The system is flawed America. Sometimes I hate to continue to beat a dead horse so to speak, but we have got to get out of this mentality that everything needs to be assessed. If we were to spend the majority of the time allowing our nations students the opportunity to critically think and stop trying to create a nation of educational uniformity, I believe our nations scores would absolutely increase. Finland, for example, assesses student’s once a year, attends school less hours, and supports a learning environment that is both structured and tailored to the individuality of the child, and by doing so it is also a top leader in international scores.
Stop demanding children get out their “#2 pencils,” and start allowing them to focus on real world mathematics, hands-on activities, and change their perception of math!
I do want to add that there are many other countries to compare the United States’ data too, however, I chose The Republic of Korea because I have read many articles on their outstanding performances in mathematics and science.
If you would like to read more about the survey conducted by the NCES, follow the link here:
Thanks and as always if you have suggestions please leave them in the comments section.
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