So what makes a course “problem-based”? R.A.C.S.V.P. (Répondez aux commentaires, s’il vous plaît.)
I’d love to get this fleshed out before we all get to Philadelphia!
Guess what? Poverty really sucks. It’s incredibly hard. All the lifespan studies going back to the 1920s show that poverty in youth is a very hard force. We need to build fault-tolerant schools and systems if we’re actually going to address equity. —Uri Treisman, Iris M. Carl Equity Address, NCTM 2013, at 35min, 10sec.
Every year at my school we try to improve the math program, and I think the quotation above captures what we’ve been going for. Our challenges:
We do our best to place incoming freshmen from the information we have, but we’re finding that middle school grades don’t really communicate what students are able to do. So next year we’re hoping to up our game on intake, placing them from our own assessment within a week of their arrival. This also means offering, for freshmen, not only Algebra 1, but also an accelerated pre-algebra-plus-Algebra-1 course, as well as an Algebra 2.
Next year we also hope to offer a couple options for kids to double up on their mathematics so they can catch up to a level that would allow them to take AP Stats, AP Calc or Pre-Calc before they graduate, even if they’ve previously gotten behind.
This one is harder. Most of our courses are still structured around the expectation that every kid is there every day. That is a legitimate expectation to which to hold most of our students, but we don’t want their prospects to end if they miss some school. We’re all working on how to create structures to provide more individualized instruction to help fill gaps. A few of us have also been kicking around the idea of a master standards list spanning all four years (or at least three years), so students wouldn’t necessarily be tied to learning a particular blob of material in a particular 9-week term, but it’s unclear how to make this work without a lower student-faculty ratio.
Fewer and fewer students are failing a course repeatedly. This is clearly a case where prevention is the best cure (see items above). Still, as long as the number of these students is more than zero, we need to find some way in that works for them.
Throughout the program we’re increasing the amount of time that students spend solving problems alone and in groups, and articulating their solutions verbally and in writing. I’ve seen students’ abilities to think, write, speak, and critique improve dramatically. In my room, though, when students solve problems they tend to rely on concepts they are fluent in (like adding) and avoid concepts that are new to them (like exponentiation, or modeling with equations). Helping them master particular skills and provide copious opportunities for them to practice applying them in a meaningful context is an ongoing challenge.
We want to make sure that each student has a clear path to get from his or her current level of ability to, at a minimum, success in college coursework, and for most students, an AP or similar college-prep experience prior to graduation. We’re working to build a system where a student isn’t permanently derailed if something goes wrong for a while.
I’m really excited: two teachers in my district are taking the leap to start from scratch, redesigning their teaching from first principles of what they really want to accomplish. They’re both experienced, excellent teachers and I suspect it will be inspiring to see what they come up with. Fortunately for all of us, they’re writing about it at langer.kogut.math. Drop by and say hi.
I feel like an explorer—there’s a whole universe of numbers!
-A student, who last week fell into trying to calculate the frequency distribution of the totals one can roll on four dice.