District Administration - October 2011 - (Page 68)

A New Age for AlgebrA learn so much more than just how to calculate,” says Judy Zimny, a former principal in the Dallas Independent School District and chief program development officer at ASCD (formerly the Association for Supervision and Curriculum Development). “Algebra is about how to find the unknowns, how to organize information, how to think critically, how to make decisions and how to see patterns,” she says. Such foundational cognitive skills are necessary for success not only in school but also in higher education and the modern job market. Mike Shaughnessy, president of the National Council of Teachers of Mathematics, says, “It’s surprising how many different professions and disciplines require algebra, especially because they end up involving statistics, which are represented using algebraic expressions and equations.” Zimny adds, “Algebra also provides a lot of the language that is used at work, especially for people like electricians and engineers.” The rush to cover algebra is not just about keeping up with the Joneses, Singhs or Nakamuras. According to the U.S. Department of Labor, many of the country’s fastest-growing occupations, such as network systems analysts and financial examiners, clearly require advanced mathematical skills. In July 2011, the U.S. Department of Commerce reported that people in STEM occupations earn salaries that are, on average, 26 percent higher than those of non-STEM workers, and people with degrees in STEM earn more than others without such degrees, regardless of occupational field. To successfully enter and complete a STEM program, students need to learn advanced math—typically defined as courses above algebra II—before college. “It’s about having more sophisticated and advanced ways to think about things,” says Steve Ritter, co-founder and chief scientist at Carnegie Learning, a math textbook and software developer. “Calculus happens to be important in a lot of engineering fields, and statistics is another area that can give you a huge advantage in understanding the 68 October 2011 world around you.” Curricular policies and enrollment statistics reflect the growing recognition of algebra’s importance as a prerequisite for advanced study. The Common Core State Standards for mathematics, which have been adopted by 46 states and U.S. territories, have children solving systems of linear equations in eighth grade. Nationwide, 31 percent of eighth-graders said they were taking algebra in 2007, according to researchers at the Brookings Institution. While the National Center for Education Statistics reports that 35 percent of high school juniors earned credit in algebra II in the 2003–2004 school year, today’s eighth graders who take and pass Algebra I will County (Md.) Public Schools, says that an analysis of some 34,000 records of collegebound graduates during his 12-year term, which recently ended, revealed that most of them had completed algebra in eighth grade. That does not mean, however, that early algebra is a magic bullet. “If you don’t prepare children in early childhood and elementary school, then it’s too much of a change to ask them to do algebra in middle school,” he says. Shaughnessy agrees. He advises district administrators, “Look at what kids can do; do a little formative assessment and see how they’re doing on ratio, percent and proportion.” Only when pupils have mastered these and other basic topics, he “It’s about having more sophisticated and advanced ways to think about things.” —Steve Ritter, co-founder and chief scientist, Carnegie Learning have the option to take Algebra II as high school sophomores, if they take Geometry as freshmen. Despite these enrollment trends, algebra remains a challenge for many teenagers. In a 2010 survey of 22 postsecondary math instructors, University of Connecticut researchers Jeffrey Corbishley and Mary Truxaw found that nearly all considered algebra a very important prerequisite for college-level math. Unfortunately, the respondents rated incoming undergraduates’ knowledge of various algebraic topics as “poor” or “very poor.” Identifying Variables for Success How is it possible that increasing numbers of middle school pupils are enrolling in algebra, yet college students are matriculating with inadequate skills? One explanation is that pushing children into an algebra course when they are not ready sets them up for failure. Jerry D. Weast, former superintendent of Montgomery continues, is a full-fledged algebra curriculum appropriate. To this end, the NCTM encourages schools to introduce algebraic thinking, concepts and subskills from the earliest elementary grades. Preparation for algebra also includes getting everyone excited about math. Instead of what he calls “naked algebra,” in which the material is taught abstractly in isolation from its applications, Shaughnessy advocates making algebra more interesting by integrating it with other subjects, such as science and history, and other foundational mathematical topics, such as geometry and statistics. Corporations hungry for talent in STEM disciplines share this goal. The large government and defense contractor Raytheon, for example, sponsors several math competitions, scholarships and activities. Best methods for teaching algebra is also an area of significant research and debate. In September 2010, the American Educational Research Association pubDistrict Administration

Table of Contents for the Digital Edition of District Administration - October 2011

District Administration - October 2011
Contents
From the Editor
Letters
News Update
Transportation Update
District Profile
Administrator Profile
Building a Blended Learning Program
How Are Science Fairs Fairing?
A New Age for Algebra
Early College High Schools
Changing of the Guard in Florida
CIO News
How Much Computing Power Do You Need?
An Unconventional Approach to 1:1
New Books
Problem/ Solution
Research Center
Product Focus
New Products
Professional Opinion
Going Mobile
Online Edge

District Administration - October 2011

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