BLOG 4 - Math and Science Teaching in Northeast Asia: Do They Do It Better?

Introduction:

Math and Science Teaching in Northeast Asia: Do They Do It Better?

At a meeting sponsored by the Asia Program, Division of United States Studies Program on Science, Technology, America and the Global Economy, and the Division of the United States Studies, in November of 2007, 4 experts on international education spoke on the subject of teaching math and science in the United States verses Northeast Asia.  The meeting was introduced by Mr.  Mark Mohr, Asia Program Associate.  The podcast of the meeting can be found at:

http://wilsoncenter.org/ondemand/index.cfm?fuseaction=media.play&mediaid=5B039C90-0FBC-3AE3-91CD4F2D9AB55840

 

This is my fourth post with regard to this subject.  The first three posts which summarized the first three speakers’ presentations can be found at the following locations:

http://uwo1.blogspot.com/2010/11/math-and-science-teaching-in-northeast_06.htm

http://uwo1.blogspot.com/2010/11/post-2-math-and-science-teaching-in.html

http://uwo1.blogspot.com/2010/11/post-3-math-and-science-teaching-in.html

The fourth speaker, Raymond Simon, United States Deputy Secretary of Education, began teaching in 1966 in Arkansas.  In his early years, math and science curriculum was placed into high gear due to the space race between the Russians and the United States.  There was new math, set theory and number theory.  The curriculum was derived to make sure that the United States was dominant in math and science with respect to the rest of the world.  So what happened?  According to Mr. Simon, some students did fine, but many students got left behind and just “didn’t get it.”  Over the past 41 years, the United States educational system has experienced change after change including fads, quick fixes for “real or imagined problems.”  

Mr. Simon listed two significant factors that have affected our students’ ability to complete globally:

1.   Our collective cultural attitude toward math and science, and

2.   The level of support for teachers (or lack there of).

According to Mr. Simon, in the United States we have convinced ourselves that some students will never achieve academic excellence in math and science; particularly girls, children of color, poor students or students who come from uneducated families.  Our culture has produced students that do not understand the value or relevance of math and science.  Their parents generally consider that the status quo is good enough, that their students currently learn enough.  Many people believe that a math and science education is only valuable for doctors and scientists.

The following are some statistics for that Mr. Simon included in his talk:

• Girls account for:

Ø      only 1/3 of students in Advanced Placement Physics;

Ø      only 15% of students in Advanced Placement computer science classes;

Ø      only 20% engineering majors in college.

·         The percentage of girls pursing computer science in college has dropped 25% since 1985.

·         Less than 50% of our students who graduate high school are ready for college level math and science.

·         84% of middle school students would rather clean their rooms, take out the garbage or go to the dentist than do their math homework

Mr. Simon also interestingly mentioned the fact that in our culture it is OK when people say that they are no good in math… there is no stigma like there is when adults say they can’t read.  He stressed that it is time for an attitude adjustment!

Over the years since Mr. Simon began teaching he has seen a change from teacher-based, classroom standards to statewide standards.  Since the 1990s the statewide standards are the “law of the land.”  According to the 2007 national assessment, it appears to be working with achievement gaps narrowing.  In 2006, President Bush established a National Math Advisory Panel to assess our teaching methods and to recommend changes.   According to Mr. Simon some of the significant shortcomings of our current educational system include the following:

• Students in the United States take longer to solve basic mathematical problems than their counterparts in other countries.
• Fractions for students in the United States seem to always be difficult through adulthood.
• Children in the United States attribute mathematical achievement more to ability rather than effort.  In the United States we believe that a student must have a natural ability to excel at math rather than have to put fort the effort.  In other words, if a child does not have a specific mathematical ability, no matter how much effort is put forth, he or she cannot be expected to learn.
• By the year 2015, there will be an estimated shortage of math and science teachers (shortage of 280,000 teachers), which will be especially critical in high poverty schools.
• Students in poor schools have a 50% chance in to get a teacher who is neither licensed nor qualified to teach math or science. 
• Only 1/3 of teachers majored or minored in the subject they are teaching.

The following teaching strategies are being considered by the panel.

• Teach for mastery of a few topics;
• Benchmark skills at critical grade levels should guide classroom curriculum mathematics instruction and state assessments;
• Federal and state policy should give incentives for schools to offer access to an authentic Algebra 1 course in grade 8;
• Adequate preparation of students to take Algebra should require teachers to have a strong mathematical background;
• Teachers’ content knowledge is important.

Mr. Simon emphasized the importance of good teachers.  The panel is investigating why some teachers are more effective than others.  The bottom line is that the teachers must be respected and have support and encouragement.  No Child Left Behind legislation requires all students to have high-qualified, highly-effective teachers. “Good teaching is the heart of good learning.”

According to Mr. Simon the shortage of good teachers is due to a lack of support or respect for our teachers.  They leave for higher-paying jobs (especially those teachers teaching math and science).   His solution is to provide incentives for teachers whose students score higher on achievement tests.  He also indicated that ongoing professional development and raising teacher’s salaries are integral to retaining good teachers.  “Giving the status quo the heave ho,” were Mr. Simon’s exact words to solve our educational shortcomings.

To put how important education is to society, Mr. Simon spoke about his conversations with the Minister of Education of Rwanda, Mr. Romain Murenzi.  Mr. Murenzi measured his educational reform relative to before and after the genocide of over 1 million people.  Mr. Murenzi indicated that the murderers were uneducated.  He believes that education is the most important factor in to prevent this from happening again.  According to Mr. Murenzi, the schools, which will focus on science and technology, “will be the most visible structures throughout the country, the center of local communities and the symbols of the best hope for the future.” 

In summary, Mr. Simon reemphasized the following two points that we need in the United States for academic success for our students:

1.         High expectations for kids and a culture that values strong education; and

2.         Respect and support for teachers.

Math and Science Teaching in Northeast Asia: Do They Do It Better? BLOG WRAP UP….

From listening to the 4 speakers who spoke about teaching math and science in Northeast Asia versus the United States I have learned a great deal.  The main points that I took from this exercise is that the key to teaching students math and science is curriculum standardization and having well-educated, prepared teachers who are valued and supported. 

I really liked the point that Mr. Simon made about the fact that people in the United States have no stigma when they indicate that they “can’t do math,”  as opposed to the stigma attached to those who can’t read.  I also thought the idea of having an inherent “math ability” versus putting forth the effort to do math was very interesting.  I remember in elementary school when I was told that “C” students should play trumpet, “B” students should play clarinet, and only “A” students can plan flute.  From early on we are labeled and categorized and placed in groups.  Asian students are not tracked until high school.  Just something to think about……..