More of the same? Nat'l Math Advisory Panel report released 3/13

[Jane in NC]

You'll need a chunk of time to wade through this one:

http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

It is a 120 page report issued by a panel that Ms. Spellings convened to address what is wrong with math education in this country.

Any policy wonks out there with more fortitude than I for reading this sort of thing?

[Jenstet]

I was looking forward to this. I will have to take some time this weekend to read it.

Thank You

[Jane in NC]

I found this to be interesting in light of recurring discussions on this board on content of Algebra I, Alg II, Precalc. The report has a list of topics which should be covered in the Algebra I/Algebra II sequence:

Symbols and Expressions
• Polynomial expressions
• Rational expressions
• Arithmetic and finite geometric series
Linear Equations
• Real numbers as points on the number line
• Linear equations and their graphs
• Solving problems with linear equations
• Linear inequalities and their graphs
• Graphing and solving systems of simultaneous linear equations
Quadratic Equations
• Factors and factoring of quadratic polynomials with integer coefficients
• Completing the square in quadratic expressions
• Quadratic formula and factoring of general quadratic polynomials
• Using the quadratic formula to solve equations
Functions
• Linear functions
• Quadratic functions—word problems involving quadratic functions
• Graphs of quadratic functions and completing the square
• Polynomial functions (including graphs of basic functions)
• Simple nonlinear functions (e.g., square and cube root functions; absolute value;
rational functions; step functions)
• Rational exponents, radical expressions, and exponential functions
• Logarithmic functions
• Trigonometric functions
• Fitting simple mathematical models to data
Algebra of Polynomials
• Roots and factorization of polynomials
• Complex numbers and operations
• Fundamental theorem of algebra
• Binomial coefficients (and Pascal’s Triangle)
• Mathematical induction and the binomial theorem
Combinatorics and Finite Probability
• Combinations and permutations, as applications of the binomial theorem and
Pascal’s Triangle


Apparently the word "proof" does not enter into this document on the state of mathematics education, but the technique of induction is listed as a skill to be learned in the Algebra sequence. Hmmmm....

[Jane in NC]

Another quote from the report:

Mathematically gifted students with sufficient
motivation appear to be able to learn mathematics
much faster than students proceeding through the
curriculum at a normal pace, with no harm to their
learning, and should be allowed to do so.


We needed a panel of experts to make note of this?

[Anne/Ankara]

Here is a nice article on the report, by New York Times...

http://www.nytimes.com/2008/03/14/education/14math.html?_r=1&ref=education&oref=slogin

[Mandamom]

I pulled a bunch of the main recommendations. It is in my sig.

http://issuesofeducation.com/final-2008-national-math-advisory-panel-report-released/

I don't want to repost here because it was pretty long.

[LisaNY]

Another quote from the report:



We needed a panel of experts to make note of this?

Why, yes, Jane, we do....:drool5::drool5::drool5:

Lisa
(wondering WHY in the world Jane would EVER think we could figure that out on our own)

[Myrtle]

Another quote from the report:



We needed a panel of experts to make note of this?


:lol: We needed a panel of experts to tell us that fractions are important to algebra:

Difficulty with the learning of fractions is pervasive and is an obstacle to further progress in mathematics and other domains dependent on mathematics, including algebra.

:lurk5:

[Tokyomarie]

Quote:
Difficulty with the learning of fractions is pervasive and is an obstacle to further progress in mathematics and other domains dependent on mathematics, including algebra.

Ya know, it should be rather obvious, yet how many chemistry students struggle, not with the concepts of chemistry, but with the ability to set up basic equations that require the understanding of how to manipulate fractions.