The more I tutor, the more I confirm some of my worst fears regarding educational practices.
Each time I have a student with a teacher who tries to teach a cute ‘story’ method for doing an actual math procedure I wish to just puke. The most recent technique I have been ‘learned in’ is the cake method or cupcake method as new terminology for being able to discern factors and use the factors to obtain a product….as in doing multiplication. I have already been ‘learned in’ the ‘flip it over, flip it over’ song for the word reciprocal as in, “I am dividing one fraction by another and need to use the multiplication sign AND the reciprocal of the fraction”.
It is not clear to me which is worse – the teachers not being comfortable enough with math and the appropriate vocabulary to use in describing a math process, the inability to explain a process via analogy and then use the appropriate verbiage or the idea of teachers dumbing it down. No matter how you look at the situation, it is unfair to our students.
In light of STEM (M is for math!) and the common core standards rolling out in at least 40 states, it is going to be increasingly important for teachers to step it up. I do not know if this means teachers going back to school to be ‘learned’ in the ways of math or what it will take, I just know it is wrong to short change our students.
In addition to using made up words and phrases to teach math, many teachers do not expect habits of mind from students so they can go to algebra and progress further. Students should have syntax by Grade 6 – this means you solve a problem/equation down the left side of the page and not across. It means things such as writing neatly, not skipping steps and doing the ‘scratch math’ on the far right side of the page so the actual work of math looks neat, tidy and can be ‘read’.
I had a student upset and angry with me for NOT writing out the equation from the word problem in algebra. I asked the student to pick out the three most important words in the word problem and we would assign the variable and construct how to do the problem. This was upsetting as the ‘tutor’ at the library read the word problem to them and gave them the equation. The student was being ‘cheated’ by the tutor as the tutor clearly already knew how to do the math – the student needed to learn. Skipping the ‘thinking’ process for the student did not make them better understand math and it did not make the tutor a better tutor since the student just had to solve the equation.
As a tutor, I have to explain what I do and why my rates are what they are versus the tutor at the library or other tutor who will charge far less. Tutor B can charge less as they are not actually teaching math. In fact, sometimes I think teachers are not even teaching math and so tutors don’t feel obligated to do more themselves.
We should not teach misconceptions in science and we should not try to shortcut the thinking process in math. These mistakes, along with multiple choice tests do not benefit our students. School reform has many trees to clear from the forest of my disbelief. It would be different if I had this situation once in awhile……I have seen it across the bay area of N. California and now in S. California. I saw it in New York. Places I have not seen this messiness: Namibia, Kenya, Sweden. I know this messiness does not happen in many places as the students excel at math. We need to meet the competition and in our training, there can be no short cuts.