I always say I’m “pretty bad” at math. No one believes it, but then, when you compare me to my parents, I look like a sore loser. Despite not having actively done math for more than two decades, they can still easily help me out with my quite advanced math homework. But where did their aptitude for math come from? Not from “engaging classwork”. I hardly doubt that there was any such idea in their classrooms back in China, and I still doubt that there is an idea for that today. Yet their middle school kids can still do math better than I can, and so can the kids in South Korea, Japan, and India, none of which have particularly “relevant” curriculums.

If people want to become better at math, then they need to stop saying “Oh, I’m just naturally bad at it” and study. (Although I’m not such a great example of doing that myself…) Yes, the curriculum needs to be changed, but the lack of so-called relevancy is hardly the problem.

But if these skills are so irrelevant in real life, why do we care that we do well in math tests anyways?

I didn’t set out to blame teachers at all; they do not have control over the curriculum and have to do their best to engage and create a successful learning atmosphere in a situation plagued with obstacles.

My viewpoint stems from the fact that I used to be a very engaged math student and as I progressed through school, I was not met with a curriculum that kept me actively involved and looking forward learning more of the subject.

Project-oriented math related to tangible life situations would have been a great experience for me. Kids always ask, “When am I ever going to use this?” Structuring lessons in a way that emphasizes their applicability to real life situations is an excellent idea and I’m sure I would have a completely different opinion if I was exposed to a such a curriculum.

Thank you for your comment!

Why blame a sixth grade student or teacher trapped by meaningless lessons? Teachers are frustrated. Students check out.

The missing element is reality. Instead of insisting that students learn another sixteen formulae, we need to involve them in tangible life projects. And the task must be interesting.

Project-oriented math engages kids. It is fun. They have a reason to learn the math they may have ignored in the standard lecture format of a class room.

Alan Cook
info@thenumberyard.com
http://www.thenumberyard.com

Everybody needs a scapegoat, and I don’t want to be “that guy,” always complaining but so far, my math experience with teachers has been unsatisfactory at best. It began in 8th grade, when my teacher left for maternity leave right about this time of year. Till the end of the school year, substitutes came in and out, characters with interesting stories at best. In fact one of them even tried to teach us physics, much to our amusement. My Algebra II teacher was sacked for not keeping with the school’s standards apparently. And this year, I don’t even want to talk about it.
My lack of motivation had me taking the other kind of “enrichment” in my early middle-school years.
Concepts I get,though motivation I certainly lack. Don’t get me wrong (math is relatively easy), but the lack of continuity, and unnecessary redundancy as pointed out by Justin so greatly contributes to the aforesaid disconnect that it’s hard to fathom. No longer do I crave the satisfaction that comes with problem solving. It’s led to my distaste of the subject, maths being replaced by Histories and other humanities.

I even doubled up a year ago with the hope that I could achieve something. Besides the boost to where I should be, nothing much came out of that other than a teacher whose college-outlook so invades the class atmosphere that personal responsibility is left to the student…entirely

In a scientifically-leaning world, it would (and it is) prove and seem indispensable a serious interest in aspects of the field, the money-making potential irresistible (esp. in this economy.)
My mom’s professional advice (she’s a Human Resource person), conflicts with mine: she tells me to “keep going” insofar as maths is concerned. Every time I hear that I shake my head and go back to doing my U.S./Euro outlines or something like that.

What is your opinion? Do you feel disconnected in math or science particularly or in other subjects as well and why? Please post your thoughts.