From fractions to algebra

The national math panel report calls for more focus on teaching skills students need to master algebra, reports the Christian Science Monitor.

Key pre-algebra skills would get more focused attention, experts say. The report’s emphasis on algebra stems partly from research showing a correlation between doing well in the subject and going on to gain a college degree and earn a good income. Growth in math- and science-related jobs is outpacing growth in other fields 3 to 1.

The panel called for focusing math textbooks — now running to 700 pages — on core topics.

Currently, some states tackle more than 100 math objectives in a given grade.

The report also suggests researching whether it makes sense to use math teachers in elementary schools rather than having elementary teachers handle all subjects.

Beyond curriculum concerns, the panel points out that educators and the public at large need to recognize that “effort, not just inherent talent, counts in mathematical achievement.” That calls for a cultural shift: For more kids to learn math, adults need to stop joking that it’s too hard for all but the brainiest, experts say.

From the Washington Post:

The panel stressed that many students are simply befuddled by fractions. And one panel member noted that a recent survey of middle school students found that 84 percent would rather clean their room or take out the garbage than tackle math homework.

The panel tried to reach out to both sides in the “math war” by calling for fluent mastery of math operations and an element of discovery.

Kitchen Table Math links to a post by a new teacher using Everyday Math who doesn’t understand fractions well enough to explain why a student’s answer is wrong. Read the comments on students’ struggles with fractions.