...But They're Way Ahead of Us.
Submitted by Change the Equation on Mon, 2012-04-23 22:16
Prompted by alarm over declining student participation in math in Australia, a new study out of Sydney finds that adults have to take a two-pronged approach to boosting student engagement: They should prevent students from “switching off” of maths (as they so quaintly refer to the subject in those parts) while helping those students “switch on.” That might sound redundant, but the authors of the study insist that the strategies are quite distinct.
The press release proclaims that the study “is the first to reveal that 'switching off' and 'switching on' to maths needs to be addressed in different ways.” To prevent students from switching off, schools and parents need to “reduce the negative attitudes to maths, such as anxiety and negative parental attitudes to maths." To get students to switch on, they should promote “positive attitudes” and build up children’s “self belief.” Sure, these strategies might be distinct, but aren’t they flip sides of the same coin?
I take a somewhat different message from release. If the Australians think they're doing poorly in math, what does that say about us? Australia ranked 15th on an international test of 15 year olds' math performance. The U.S. ranked 31st. If countries that are already leaving us in the dust are intent in improving their standing, it simply raises the bar for us here at home.
Comments
By expending our energies and
By expending our energies and monies on teaching methods and teaching technology, we have evaded the main issues.
Student apathy towards education, the fact they have no intention of working hard at developing a grip on the subject, and the fact that they are aware that they will be promoted to the next academic year regardless of their academic knowledge...these are factors which have crippled the back of educaton efforts, and investing on researching teaching methods cannot change that scenario.
Where hard work is required on the part of our students, "teaching methodology" can never be a substitute.
Unfortunately, approximately zero percent of our monies and efforts are spent on addressing the issues mentioned above.
Mr. Luke has made some
Mr. Luke has made some excellent points in the above comment. Schools have many resources for teaching methods and the use of technology in the classroom. And there could always be more. However, this will not solve the problems related to student achievement in our schools. Students must "own" their own education, and recognize that they will only get out of it what they put into it. We have a generation of 20 to 30 year olds that have been used to being recognized and rewarded just because.....And parents have been incredibly quick to rescue their children from any consequences related to the child's failure in classes (among other things). Excuses abound, and everyone wants to be the exception to the rule. When this happens, it does not show students how important classroom studies are---in fact, it does just the opposite. If they aren't held acccountable for their actions, behavior, and performance in the classroom, then it doesn't really matter to them. Then you have the other side of the situation when parents are not involved in their child's education at all. There is no support at home for getting an education. Let's face it, if something is not valued by one generation, how is the next generation going to see its importance? As a middle school teacher for over 20 years, as well as a university instuctor, I have watched much of the decline in what some students can do in their academic classes. And believe me, it has nothing to do with technology or teaching methods as a general rule. It has to do with a lack of disrespect for anyone in authority, and an attitude that says "it is all about me." The work ethic of the American student has declined, thus we have seen decline in learning. But then there is another issue when people compare the academic success of students in the USA and other countries. But that is another whole discussion. Let me just say, we DO believe EVERYONE is entitled to an education---and many other countries only focus on the best of the best. You would expect them to score high on achievement tests.
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