Is This Math For Real?

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The math scores for the middle schools in Newton, Massachusetts are in the decline; actually, they've been in decline for the last three years to a point that 32% of the sixth graders are now in the "warning" or "needs improvement" catagory. To convert that to a grade, it would be a D+ with only 68% of the children passing.

The school district has attempted to diagnose why math scores continue to tumble. They have some rather high priced administrators who just can't put their finger on what the problem might be. If the scores continue to fall at their present rate, within four years the rate of sixth graders passing will fall below 60%.

The other schools in the state are passing the state mandated math tests, only Newton is failing, so the blame can't be the state tests. The school district budget has increased to an all time high, despite an actual decline in student enrollment; so lack of funds isn't the problem. Class sizes have increased, slightly, but that was mostly in the high schools, so we can't blame that. Teacher, principal, school committee, school superintendent and mayor turnovers are all normal, no high turnover rate - so what can the problem be?

Turns out there is only one more factor that plays into the equation. Between 1999 and 2001 the district superintendent 'redesigned' the math cirriculum to an "anti-racist multicultural math". What does that exactly mean? Well, it means that division, multiplication, fractions and decimals is no longer the first priority in math class. No, to quote from the article, the new priority in a math class is "...Respect for Human Differences - students will live out the system wide core of 'Respect for Human Differences' by demonstrating anti-racist/anti-bias behaviors." It continues, "Students will: Consistently analyze their experiences and the curriculum for bias and discrimination; Take effective anti-bias action when bias or discrimination is identified; Work with people of different backgrounds and tell how the experience affected them; Demonstrate how their membership in different groups has advantages and disadvantages that affect how they see the world and the way they are perceived by others..." It goes on and on."

Um, okay, so what does that do/how does it affect, er, math? I mean, so where does the teaching of math fit in this statement? Well, it appears that basic math and problem solving in general take a back seat to anti-racist/anti-bias ideals that the superintendent has deemed as priority number one.

News flash - math isn't about racist or some particular bias. Math is about how to manipulate numbers and solve problems. Not solve problems like a racist or solve a math problem in a way to 'keep the black man down'. I almost find it inconceivable to view math as 'racist'. Isn't one plus one equal to two regardless of the color of your skin? Isn't 99 divided by 3 the same answer no matter if you think democrats or republicans are right?

Despite the evidence, Newton school district doesn't appear ready to change it's cirriculum. Amazingly enough, since this particular superintendent took over, in 1999, the schools in that district have dropped from an overall placement of seventh in the state to a dismal 35th; as scored by the state MCAS scores.

So whadda think folks? Should we install this rather 'progressive' type of schooling in our school systems? Is teaching ideals more important than teaching the basics?

Your thoughts and comments are welcome - tell me what you think.

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