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• W263520780 abstract "Introduction When math educators in United States talk about the algebra problem, they aren't puzzling over a formula or an equation. They are struggling with lingering effects of a pedagogical tradition dating to establishment of widespread public education in America in 19th century. Mandatory schooling became law of land in 1850s, and its primary mandate was a utilitarian one: give us graduates who are literate enough to go straight from school to work. The majority of jobs that needed filling were in a new sector of economy, commerce, which served a burgeoning middle class. Shopkeepers and staff would need to be able to read competently and to add, subtract, multiply, and divide with speed and accuracy. This concern was reflected in required school curriculum, in much same way that technology is built in to curriculum today. That is, there may have been very broad variation from one state to another, but all 19th century states and school boards wanted their graduates to be able to survive in world of 19th century work. The curricular focus on functional literacy and shopkeeper was quite successful. By 1907, lovers in popular song, School Days were able to gaze wistfully back on those Golden Rule days of readin' and 'ritin' and 'rithmetic. Students studied arithmetic for eight years in primary school, honing their skills at computation. Only a very select few, however (somewhere between three and five per cent), pursued schooling beyond eighth grade (as cited in Kaput et. al, 2008). The other ninety-five per cent never took algebra, geometry, or calculus in their entire lives. The problem for today's math educators is that, while we are living in beginning of 21st century, our schools are still teaching math as though it were 19th century. Is this really a problem though? And what does it have to do with teaching English? Times Tables and Prime Numbers In fall of 2005, I went to a community center in Miami to see some high school students from Bob Moses' Algebra Project run a Flagway tournament. I had no idea what Flagway was, but I did know that students, all of whom had started out as low-performing students in a low-performing school, had been energized by Project's ethic: don't remediate, accelerate. I was there because Lisa Delpit and Joan Wynne of Center for Urban Education and Innovation at Florida International University had introduced me to Bob to see if I could work with Algebra Project students on their language arts skills (at time, I was Director of FIU's first-year composition program). I am not just an English teacher by virtue of my training. I also hate math of any description, and had always regarded my inability to grasp number concepts as a perverse badge of honor. In high school, I was stunned by failure of my Algebra I teacher to understand my particular kind of verbal intelligence. He was followed by my Geometry teacher and finally by Algebra II teacher. Clearly these math types didn't appreciate my skills, and I took my revenge by never taking a math course of any description in college. On my way into community center, I had to pick my way through dozens of third, fourth, and fifth graders. The very first child I spoke to, a fourth grader, was preparing for game by reciting numbers to himself. I had done a little preparation for day, so I actually did understand what he was doing, but I decided to see if he could explain it to me. 2, 3, 5, 7, 11, 13... Excuse me, but you skipped some numbers. Say what? You skipped over some numbers there: 4, and 6, and then 8 and 9 and 10. happened to those numbers? No, I'm doin' prime numbers. What are prime numbers? Man, you don' know nothin'! I was impressed with young man's response to my disingenuous teacher's question. …" @default.
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• W263520780 date "2009-12-22" @default.
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• W263520780 title "Knowing and Teaching Elementary Language Arts: A Math Lesson for English Teachers" @default.
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