- ISBN13: 9780143115717
- Condition: NEW
- Notes: Brand New from Publisher. No Remainder Mark.
Product Description
A recent assessment of mathematics performance around the world ranked the United States twenty-eighth out of forty countries in the study. When the level of spending was taken into account, we sank to the very bottom of the list. We are falling rapidly behind the rest of the developed world when it comes to math education-and the consequences are dire.
In this straightforward and inspiring book, Jo Boaler, a professor of mathematics education at Stanford fo… More >>
#1 by Minnesota MOM on January 26, 2010 - 1:02 pm
Although the author has some good points about student centered learning environments, she misses the biggest point of our future leaders in mathematics. The chapter on ability grouping is extremely shortsighted. To assert that our gifted young students be held back at a slower pace to accommodate the “borderline” kids who can’t quite make the higher class is obsurd. Instead a method of repeatedly testing would be a better solution. She simply buys into the method that most American schools use- test the kids once and place them in those groups forever. There are many books out there with much more significant research. Try “Developing Math Talent” by Susan Assouline. A quick read at the library is all this one deserves.
Rating: 1 / 5
#2 by Isabel D'ambrosia on January 26, 2010 - 3:53 pm
This book is very good for understanding the feelings behind the reform math movement. But I give it only one star because it is so far out of touch with real math teaching and authentic research.
The problem reform math has with providing sufficient rigor is not addressed in the book. Traditional math advocates are most often concerned with the lack of rigor in reform curricula. Boaler provides anecdotes about certain classes of reform math students doing well on certain standardized tests – and a lot of time denigrating the tests they do not perform well on – but she doesn’t speak to how reform students perform in college.
Math remediation rates are in excess of 50% for students entering college in Washington State (kids entering college need to take high-school level classes in college before they are ready for real college work). Reform math does not seem to be addressing that.
All of her ideas assume an excellent teacher. The anecdotes about Railside and with the summer school are all really about an excellent teacher stepping in and communicating a love of math to kids. Boaler is obviously a very inspiring math teacher herself, but she says little in the way of how an average teacher can miraculously get the same results.
My third big problem is her lack of scientific research. It’s well documented that Boaler does not do peer-reviewed research. Her “research” is anecdotes from hand chosen students and schools with specific, excellent teachers. She has never provided data to back up her conclusions like a real scientist. Boaler has opinions; not science. Her opinions are interesting, but her research should not be treated representing facts.
I did like some of the things she said -
The discussion of “number flexibility” or number sense or how to “de-compose and re-compose” numbers was very good and it makes a lot of sense. I’ve seen my kids doing that, and my engineer husband has always done that. She is right that it wasn’t taught before, and I agree that it’s an improvement to include it in math classes.
I like the idea of “math talks” for better understanding of the material. But again, whether that works depends heavily on the teacher.
Tracking:
Kids will not be able to take calculus in high school unless they’re in the “honors” math track. They need algebra in 8th grade in order to get through geometry, trig/alg 2, pre-calculus and calculus in high school. I guess if these were all provided in a de-tracked environment, parents might be more willing – but there aren’t enough years to fit it all in. Boaler outlines a way it can all fit, but it sounds kind of expensive and risky (90 minute classes, cramming a full year of math into ½ year). I notice that Boaler does not recommend de-tracking unless this course of study is in place.
I can’t believe Boaler gets away with saying that Japan does not use tracking in its school system. Japanese elementary students are not tracked, but every single Japanese high school student is tracked. Japanese public high schools are each rated for academic rigor (a variety of rigor/track options are provided) and students must take a high-stakes test to get in. Schools offering more rigor are harder to test into and are in great demand. My brother-in-law just got back from teaching English in Japan. He worked in the low-track high school for a time. Again – I just can’t believe Boaler can get away with saying Japan does not track.
Boaler maintains her “research” shows that lower level students do much better when classes are not tracked. Real (peer-reviewed) research on tracking shows that the high-track students do better when tracked and the low students score the same in tracked or de-tracked classes (no effect).
Rating: 1 / 5
#3 by Steph on January 26, 2010 - 5:05 pm
I feel this book needs to be in the hands of every educator and administrator who is looking for ways to improve math instruction. This book has opened my eyes in a very common sense approach about where our math instruction energy needs to be focused. I am an educator and a homeschooling parent. I needed some answers this year about how to reach the families I help who homeschool, my administration (who is looking for math instruction answers for struggling students), and my daughter who in the area of math doesn’t seem to have the ability to remember math from year to year, it just doesn’t stick.
This book contains not only a philosophy about math instruction which gave me the base of why one should approach math this way, but it also gives you the tools you need to initiate this type of teaching within your home or school. Ms. Boaler gives you lessons to get you started, titles of books to continue your pursuit, and the passion to invigorate your quest.
I am a homeschooling mom, who has a daughter that struggles in math instruction and a son who flourishes in math. We began the year in math and there were tears and crying, “I can’t do it!” and I am looking at her thinking, we did this last year – why aren’t these concepts sticking. Ms. Boaler gave me a common sense answer and a rejuvination by reminding me, it isn’t just the curriculum you use, although that is vitally important, but the teacher is paramount. I needed that.
I believe if you or your child is struggling with math instruction in the school or in the home, this book can give you the tools you need to turn your students around.
Rating: 5 / 5
#4 by K. Orr on January 26, 2010 - 7:38 pm
I found the book to be very informative. It cited some excellent data that lends credence for the need to reform the way mathematics is taught.
Rating: 5 / 5
#5 by Karen on January 26, 2010 - 7:51 pm
This is a great book. Ms. Boaler gives us much to think about regarding Math teaching, learning, and the balance that needs to be struck. I do not think that all she has presented is workable in the classrooms but much is. The information certainly should be considered by teachers, parents, and educational administrators.
Rating: 5 / 5