Developmental Mathematics Revival!

The Math Problem

We’ve all seen the articles … “Math becoming a problem for Utah students” is one example (see http://www.ksl.com/?nid=148&sid=14936566&s_cid=rss-148).

The first step in solving a problem is to understand the problem. Raw data is not the problem; items like “28% of our students are currently taking remedial mathematics” does not define the problem. Like our own applications, we need to do some thinking before we design a solution.

I believe that a fundamental aspect of the ‘math problem’ related to developmental mathematics is that we have accepted a deficit-oriented remedial curriculum as a valid model. Strictly speaking, what we have now is not even a model; a model has some basic properties — like a goal, statements of inputs, parameters for functioning, and measures of successful outputs. Our current system has a vague goal (“get them ready for college math”), which does not survive a professional analysis; we assume that a course like ‘college algebra’ or pre-calculus is a reasonable goal for community college students.

Hopefully, you will read that last sentence in the prior paragraph again. “Could he really mean what he just said?” Yes, I do … it’s not that I do not want my students to take more mathematics; I am passionate about encouraging and empowering my students to do just that. The point is this: We have no justification for predicting that the current system is a reasonable preparation for college mathematics.

We have been trapped in the cage of procedures and correct answers. We have been bound by the ropes of ‘basic skills’. We have been discouraged by the quicksand of ‘schools are not doing their job!’. It is time to claim the problem, and define it for ourselves.

Once we define the problem, we will be thinking about powerful solutions … helping our students understand a set of mathematical concepts and relationships that apply to a variety of student goals. This would include variables, additive and proportional relationships, multiplicative relationships, symbolic & graphical representations, numeric and symbolic methods, and abstracting mathematical expressions from various contextual situations.

Claim the problem! Understand the problem for yourself. Look past the surface features (data) to see the structures underneath. Have confidence that we can build better solutions that will truly help our students reach their goals. Problems are opportunities to apply understanding and wisdom.