## Romeo (hearts) Juliet

Shakespeare’s most famous plays have been translated to emoji, text speak and slang, reports the Daily Mail.  The OMG Shakespeare series includes YOLO Juliet, srsly Hamlet, A Midsummer Night #nofilter, and Macbeth #killing it.

In the OMG balcony scene, Romeo and Juliet text each other. Juliet confesses she “hearts” Romeo, though the Capulets will be “pissed” she’s talking with a Montague.

In the first scene of Srsly Hamlet, Marcellus takes a picture on his phone of the ghost of the late King Hamlet before showing it to fellow guardsmen Bernardo and Horatio.

“Dumbing down” Shakespeare’s language is well-intentioned but “absolutely disastrous,” said Alan Smithers, a University of Buckingham professor. “Let’s make Shakespeare more accessible to children and students – but let’s do it with better teaching.”

## Unprepared students, dumbed-down teaching

Community colleges have lowered reading, writing and math standards to avoid failing their poorly prepared students. Many high school graduates leave 12th grade to study 8th- and 9th-grade material in community college, writes the NCEE’s Marc Tucker. About a third are not ready for 8th-grade work.

## Instead of algebra, ‘citizen statistics’

Is Algebra Necessary? asks political scientist Andrew Hacker in the New York Times.

A typical American school day finds some six million high school students and two million college freshmen struggling with algebra. In both high school and college, all too many students are expected to fail. Why do we subject American students to this ordeal? I’ve found myself moving toward the strong view that we shouldn’t.

My question extends beyond algebra and applies more broadly to the usual mathematics sequence, from geometry through calculus.

Inability to do math — specifically algebra — is the major academic reason so many students fail to complete high school, Hacker writes. He proposes “citizen statistics” as an alternative.

. . . it would familiarize students with the kinds of numbers that describe and delineate our personal and public lives.

It could, for example, teach students how the Consumer Price Index is computed, what is included and how each item in the index is weighted — and include discussion about which items should be included and what weights they should be given.

This need not involve dumbing down. Researching the reliability of numbers can be as demanding as geometry. More and more colleges are requiring courses in “quantitative reasoning.” In fact, we should be starting that in kindergarten.

I think it is dumbing down math — so far down that it will close the door on many careers. But it’s better to teach some math than stick unprepared, unmotivated students in dumbed-down classes labeled “algebra” and “geometry.”

Frustrated by huge failure rates in remedial math, some community colleges are teaching “quantitative reasoning” rather than algebra to students who don’t have STEM ambitions. That makes sense. But it’s an admission of failure.

Hacker also wants to see classes in the history and philosophy of math, which he thinks would draw more math majors.

Why not mathematics in art and music — even poetry — along with its role in assorted sciences? The aim would be to treat mathematics as a liberal art, making it as accessible and welcoming as sculpture or ballet.

Maybe more people would major in math if it didn’t require learning math, but what would be the point?

A commenter recommends The Number Devil: A Mathematical Adventure, which sounds like a cool book.

Here’s how Times readers responded to Hacker’s essay.

Yes, algebra is necessary, responds cognitive scientist Dan Willingham.

First, it’s not true that otherwise talented students are dropping out because of algebra. Motivation, self-regulation, social control and a feeling of connectedness and engagement at school are as important as grades, and a low grade in English is as accurate a predictor of failure as a low grade in math.

Second, “the difficulty students have in applying math to everyday problems they encounter is not particular to math. Transfer is hard.”

The problem is that if you try to meet this challenge by teaching the specific skills that people need, you had better be confident that you’re going to cover all those skills. Because if you teach students the significance of the Consumer Price Index they are not going to know how to teach themselves the significance of projected inflation rates on their investment in CDs. Their practical knowledge will be specific to what you teach them, and won’t transfer.

Well-educated people can learn on the job, Willingham writes. “Hacker overlooks the possibility that the mathematics learned in school, even if seldom applied directly, makes students better able to learn new quantitative skills.”

Kids who can’t understand math usually can’t read well either, writes RiShawn Biddle on Dropout Nation. “The very skills involved in reading (including understanding abstract concepts) are also involved in algebra and other complex mathematics.”