The Algebra Solution to Mathematics Reform: Completing the Equation
The Algebra Solution to Mathematics Reform: Completing the Equation
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Overview
How can we increase mathematics achievement among all students? This book provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance.
Spielhagen chronicles the success of a large school district that changed the way mathematics was delivered and increased success rates across all populations. Featuring interviews with students and teachers, the author shows how all stakeholders were brought into the process of changing policy from the ground up. Offering a model for success that can be replicated by other districts, this resource:
- Provides a comprehensive account of how mathematics policy that evolved in the United States over the last century has resulted in low math literacy among our population.
- Addresses the recommendations and counterpoints to the report of the National Mathematics Panel (2009).
- Includes real-life examples of how stakeholders responded to the policy change that revolutionized mathematics instruction in their district.
Frances R. Spielhagen is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, New York.
“Offers an ‘elegant solution’ to a compelling problem in American society that has global implications: Who should study algebra and when? The best-practices approach should be required reading for pre-service and in-service educators and administrators alike. Readers will recognize that preparing students to learn algebra by 8th grade is as much a right as learning to read. It is a right upon which our future depends.”
—Susan G. Assouline, Professor of School Psychology, Associate Director, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, The University of Iowa
“Frances Spielhagen’s book offers a thoughtful and detailed response to one of the most important questions of our time—should all students take algebra in 8th grade? With impressive and thorough research, the author considers issues of teaching and learning, as well as curriculum and policy. For all those who care about the mathematical future of our nation’s children, this book is a must read.”
—Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education
“In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.”
—Bruce S. Cooper, Professor, Graduate School of Education, Fordham University
Product Details
| ISBN-13: | 9780807771822 |
|---|---|
| Publisher: | Teachers College Press |
| Publication date: | 03/11/2014 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 320 KB |
About the Author
Table of Contents
Acknowledgments ix
1 Mathematics Success: Solving the Equation! 1
Algebra as a Civil Right 2
Is 9th Grade Early Enough to Study Algebra? 3
Dissension and Conflict About When to Teach Algebra 4
A Template for Change: Looking at a Model of Success 5
How Did They Do It? The Organization of the Book 10
2 Understanding the Variables in Mathematics Education 15
How Did We Get Here from There?: The History of Mathematics Curriculum Delivery 16
Search for the Identity of the High School in the United States 19
Who Should Study Algebra?: Philosophical and Psychological Foundations 20
Challenging the Status Quo in the Mid-20th Century 21
Reforming the Reform Movement 23
Forward Movement and Backlash to Change in Mathematics Curriculum 25
Redefining the Variables 26
3 Keeping Track: Setting the Course in Mathematics 27
When Should Most Students Take Algebra? 28
Recent Research on Tracking and Detracking 30
Case Study: Taking Charge of Change in Chesterfield, Virginia 31
4 Student Voices for Change: "Would Have, Should Have, Could Have… Studied Algebra in 8th Grade" 39
Context: The Setting for the Interviews 39
The Interviews: The Students Speak 40
Students' Views on Social Life in Middle School 41
The Relationship of Academics to the Students' Lives 42
How Were They Selected (or Not) for 8th-Grade Algebra? 42
The Value of 8th-Grade Algebra 43
Long-Term Effects of 8th-Grade Math Classes 44
Lessons Learned from the Students 46
The Value of Student Input 47
5 Following the Rules: Teachers as Gatekeepers to Advanced Math 51
Input from the Teachers in This Case Study 52
Teacher Talk About Their Students and Math 55
Ready or Not, Here They Come!: Meeting Diverse Algebra Students 56
Redefining Readiness 59
Changing the Rules 61
6 Changing the Rules: Long-Term Effects of 8th-Grade Algebra 63
Why They Changed the Rules 64
Benefits Derived from Studying Algebra in 8th Grade 65
Effects of 8th-Grade Algebra on High School Math Performamce 66
8th-Grade Math Experiences and the SAT 67
The Effect of 8th-Grade Algebra on College Attendance 67
8th-Grade Algebra for All Students? 68
Mandate for Change in Local Mathematics Policies 70
7 The Solution: How Educational Policy Changes Mathematics Outcomes 71
Changing the Game Plan for Mathematics Curriculum Delivery 72
Know the Rules 72
Listen to the Experts 74
Review Your Own Data 76
Keep Your Eye on the Prize 78
Courage and Conviction 79
Train the Players 81
Solving the Equation 83
References 85
Index 92
About the Author 102
What People are Saying About This
“For all those who care about the mathematical future of our nation’s children, this book is a must read.” —Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education
“The best-practices approach should be required reading for pre- and in-service educators and administrators alike.” —Susan G. Assouline, Professor of School Psychology, The University of Iowa
“Frances Spielhagen’s book addresses more than mathematics reform. It shows how one district successfully desegregated its 8th-grade algebra course and opened the doors to advanced math for all of its students regardless of race, ethnicity, or socioeconomic status. Citizenship in 20th-century USA demanded mastery of ‘Post Office Arithmetic’ which won’t do for the 21st-century. ‘We The People’ will need algebra! This time around, it’s RWA (reading, writing, algebra) not simply RRR (reading, writing, ‘rithmetic). To wash algebra across America’s great ‘unwashed’ will cost, no doubt about it, but as a Harvard College president put it, ‘If you think education is expensive, try ignorance.’ Wake Up People. —Robert P. “Bob” Moses, Founder & President, The Algebra Project, Inc.
“In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.” —Bruce S. Cooper, Professor, Graduate School of Education, Fordham University