Experiencing School Mathematics - Ch 1

"The question of which approach we should use to teach mathematics in schools is one that has perplexed parents, teachers, mathematicians, and others for decades (Benezet, 1935)." Boaler cited this work from more than 70 years ago, but she wouldn't have to change one word arguably to make it a researched fact from 2009. Amazing isn't it. What is wrong with us mortals that we cannot seem to find a reasonable, efficient, effective methology of teaching mathematics that works for all parties involved? We've complained our ways through decades upon decades of teaching this subject yet very little changes from each "new math" curriculum to the next. It's not the curriculum as such that the problem is about, but moreso how we teach the curriculum, we it's delivered - that is how it's taught and learned. She notes that "there is an established concern that many people are unable to use the mathematics they learn in school in situations outside the classroom" (p.1). Then, the first question which comes to my mind is if the students are actually learning the maths. The inability to transform the knowledge and skills one acquires in the classroom should be transferable into real life situation, in mathematical modelling that makes sense to the person. If not, we, as teachers are not doing a good enough job of teaching. Period. Jo Boaler's impressive research here is truly fascinating to me in that we are finally seeing careful research being done on how different approaches to mathematics effects teaching and learning.

Relatively new to the study of research but still knowledgeable enough given my prior graduate courses and B.Ed. program, the fact that she took on a 3 year longitudinal study with such a high number of participants is truly commendable and more than impressive. In addition, the fact that she not oinly monitored th effectiveness of Amber Hill and Phoenix Park's approaches to teaching math, but also analyzed the means through which these approaches influenced the the students actions, teacher decisions, curriculum perceptions, and student-teacher relations. In our day to day grind as educators we seldom have the chance to delve into the core of why our math system seems to be failing so many, why our basic classes are overflowing and our advanced classes are cancelled because of low registration. I could tell from the first chapter this book will finally give me the insight I have been looking for. It is intriguing to know that there is a system, tried and true out there (and not too far away either) that is better than ours, that is working, that has the results to back up their rationale for why they do what they do. How come we're not following? How come we're not even making an attempt to follow? In fact, it seems we're going even further in other direction. Moreover, our parents, our students, and yes, many of our teachers are preferring a system that reverts back to the past, that essentially ignores the results of this research. It is embarassing that we as teachers are in the dark about the issues Boaler is about to raise. Are we really equipped to not just teach but to teach well? I fear we're not. Are we aware of the issues surrounding gender and learning styles for example? I fear we're not. Are we making far too many generalizations during our time in the classroom? This time, I fear we are.

And so I put my faith and trust in Boaler to show us the way to better teaching to engage our minds and finally give us reason to pause, and perhaps, just maybe speak out and seek out to find the change we so desperately need.

SAW.