how much math?

["JACK L. URETSKY (C) 1996; HEP DIV., ARGONNE NATIONAL LAB, ARGONNE, IL 60439" <JLU@hep.anl.gov>]

From:	SMTP%"schetterk@ten-nash.ten.k12.tn.us" 28-APR-1998 14:27:02.88
To:	JLU
CC:	
Subj:	Re: more of the same

Date: Tue, 28 Apr 1998 15:25:28 -0700
From: Kenneth Schetter <schetterk@ten-nash.ten.k12.tn.us>
Subject: Re: more of the same
To:
 "JACK L. URETSKY (C) 1996; HEP DIV., ARGONNE NATIONAL LAB, ARGONNE, IL 60439"
 <JLU@HEP.ANL.GOV>
Cc: TEACHMAT@LISTSERV.UIC.EDU
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As an 8th grade math teacher, I understand.  I, too, am caught in the middle.  Out
of one side of the mouth the administrators and state-level people say that we need
to emphasize the basics and make sure students know the basics (even want to hold us
accountable).  Then they turn around and say that the retention level is too high
and we need to pass students along.  Case in point, I have a student that is failing
all 6 graded academic subjects (less than 0.6 GPA in each subject) and will still be
"placed" into high school.  Reasons: (1) he has already been retained once, (2)
maybe he can get into vocational courses there, (3) he probably would not do any
better next year, and (4) he is a trouble maker.  What can I do?

Ken Schetter
Newport, TN

JACK L. URETSKY (C) 1996; HEP DIV., ARGONNE NATIONAL LAB, ARGONNE, IL 60439 wrote:

> From:   SMTP%"phys-l@mailer.uwf.edu" 28-APR-1998 00:06:38.09
> To:     JLU
> CC:
> Subj:   Re: contribution of mathematics in understanding physics
>
> Message-Id: <35455388.3E64@worldnet.att.net>
> Date: Mon, 27 Apr 1998 23:56:56 -0400
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> From: Jerome Epstein <jerepst@worldnet.att.net>
> To: phys-l@atlantis.uwf.edu
> Subject: Re: contribution of mathematics in understanding physics
> References: <01bd7258$22b026a0$049aaec7@pii300>
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> I have given my diagnostic test to one class (16 students) of IN-SERVICE
> elementary ed. grad students. I gave only the first half, all of which
> should be answerable by a competent 8th grader. The average score was
> 25%. Not a single one got over 50% and thus I would say that NONE were
> competent in grade school arithmetic -- just at the level of
> successfully doing it, never mind teaching it.
>
> I have taught a class of preserive el. ed. students at Brooklyn College
> as well. I would say that roughly 1/3 of these students were in the same
> desparate condition, and roughly another 1/3 had significant problems
> just doing elementary school mathematics. The department was horrified
> that any of them might fail the course and not go right into student
> teaching, and turned a variety of somersaults to see that no one failed.
>
> I could tell you stories . . . . .
>
> I said to a supervisor of the "Teacher Opportunity Core" program at City
> COllege once:
>         "We wouldn't dream of sending in someone with a 4th grade reading level
> to teach elementary school. But we send people with a 4th grade math
> level in to teach elementary school all the time."
> The supervisor replied"
>         "That is because  most of the profession -- from the Ph.D.s on down --
> are math phobic."
>
> Until this problem is addressed, the colleges will still be struggling
> with students who are stuck at the level of 4th graders. Arons also
> pointed this out -- the nuclear importance of the elementary teacher as
> the only point where the vicious cycle can be broken -- almost 30 years
> ago.
>         J. Epstein