Weak math skills disqualify would-be workers, manufacturers say.
High school graduates applying for jobs at Tacoma’s General Plastics Manufacturing have to take a math test. The company makes foam products for the aerospace industry.
Eighteen questions, 30 minutes, and using a calculator is OK.
They are asked how to convert inches to feet, read a tape measure and find the density of a block of foam (mass divided by volume).
One in 10 pass the math test. And it’s not just a problem at General Plastics.
“Manufacturers are willing to train people about the specifics of their machines and technology,” said Linda Nguyen, CEO of Work Force Central, a partnership of government, business, education and community organizations that trains workers in Tacoma and surrounding Pierce County. “But they can’t afford to hire someone who needs to relearn basic math.”
Math teachers know their students will need math knowledge in the real word, writes Darren, a high school math teacher, on Right on the Left Coast. But he’s turned off by the story’s “drooling over Common Core Standards. Many teachers “doubt . . . the so-called cure.”
Having students write about math isn’t a real cure. Group work isn’t a cure. Collaboration requires everyone have some background knowledge on which to draw so everyone can contribute. I wouldn’t mind cutting a few topics out so we had more time to cover the remaining topics more deeply, but to insist on so-called discovery learning is an exceedingly inefficient use of instructional time.
Instead of trying to make math “fun” or “applicable”, perhaps we could consider instilling in students, or insisting on, some perseverance and a sense of responsibility, and maybe even some delayed gratification.
Employers would value those traits too, Darren believes.
Many students who slid through high school without really learning math enroll at community colleges with hopes of training for a job or eventually earning a bachelor’s degree. Placement in remedial math is the single biggest dream killer.