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sylvia martinez
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sylvia commented on the article |Math as an abstract idea may be culture-free, but we don't teach it or test it that way. We test math with the expectation that you have memorized and internalized definitions and rules that we have deemed "age-appropriate".
If you see the question "what is 2+2" on a test, you are expected to not think about anything real, but to answer based on the abstraction of a linear counting system. You are not supposed to imagine about what you are counting (that might be apples and oranges), or if perhaps you are counting non-linear events (like 2 laps plus 2 laps around the track get you exactly nowhere, which could be represented as zero.) But because we teach 2+2=4, we expect students to give us back that very simplistic answer on the test.
Students with any imagination often give "wrong" answers for interesting and potentially correct reasons. We are testing the compliance of the student to accept the teaching, not math.
If you asked mathematicians what 2+2 is, you would get a range of answers, questions, and demands for more clarification. It's hardly cut and dry. I can absolutely guarantee that NO mathematician would answer "4" without qualifying the answer with additional information.
People think that because math is logical, that implies that there is always a "correct" answer for every situation. Which if you think about it, is a very Western way to approach things.
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sylvia commented on the article |Diane, I'd say similar things about Internet access as I did about computer access. I think there are many districts that have good Internet access rates, but filters and systems that make that access almost unusable. Not that low access is ideal, but if you are in a district where you can go to the IT guy and argue your case for getting stuff unblocked, you may actually end up with a access that is better than fast-but-blocked access.
I think we would agree, though, that there is much more here than meets the eye. Data is just one piece of the puzzle.
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sylvia commented on the article |
Jon, I'd like to echo your observations about computer use/availability for minority children. I've seen it to. But I see an additional factor in large districts vs. small districts. I too visit a lot of different kinds of schools and have observed a general trend that large districts tend to spend money and leverage central control in different ways than small districts.
Large districts purchase in bulk and control in bulk. It tends to create locked down systems that may help with tech support headaches, but really limits student (and teacher) use for anything creative. These large districts also purchase "systems" as the money shows up, which creates randomness and lack of ownership for the long run. I've seen computer labs with 3 or 4 "learning systems" that do essentially the same thing, each costing on the order of $100,000 per site. Even if you believe that these systems work, having more of them isn't additive, especially when teachers are confused about how to use them or the various installations have "broken" the last installation.
Big districts believe they need big, one-size-fits-all solutions, both in purchasing and training, that end up not fitting anyone. This reinforces poor use of technology and results in the central admin believing that even more control is necessary. Teachers don't see good models, don't like being told what to do when they aren't consulted, and don't get support if they want to be creative. It's a sad, endless cycle.
In smaller districts, there is less control and computers can actually be used by students for more creative pursuits. Teacher PD can be more individualized which reinforces creative classroom use of technology. These factors reinforce each other.
I'm not saying that ALL big districts are "bad" and ALL small districts are "good". I'm not even sure where to draw the line between big and small.
But it's obvious that large districts tend to be urban districts, and urban districts tend to be poorer, have more minority students, and more non-english speaking students.
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sylvia commented on the article |Reading the Crain essay led me to his blog, where there is more thoughts on reading (and some additional commentary on the New Yorker essay) http://www.steamthing.com/2009/01/why-i-remain-pessimistic.html
So here's another question - Why would a professor specializing in literacy would point to a New Yorker essay as the strongest evidence of anything?
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