July 15, 2008
For the next two weeks I find myself in a workshop on inquiry-based mathematics education. Math has never been my favorite subject, and while I’m a pretty good actress in convincing my students that math is interesting, I know I can’t fool all of the people all of the time.
But these next two weeks may lead me to enjoy teaching math as a federalist enterprise! We’re using a program called the Connected Mathematics Project, developed by Michigan State University (alma mater of my “brother,” “Hobbes21.” I know he’ll be proud when he reads this!). It’s designed to help students take math to levels not usually reached by America’s middle-school math classes. Kids are encouraged to experiment , ask questions, help each other solve problems, and construct new insights into how math works and what we can do with it through hands-on and discussion activities. The teacher serves as discussion leader and facilitator, “the guide on the side,” rather than lecturer, “the sage on the stage.”
This inquiry-based learning is built upon a solid foundation–they still have to know their multiplication tables COLD–but assessment is much deeper than solving problems on paper. That’s what makes this whole process federalist: the mind-set respects traditional background-building teaching, knowing the facts and manipulating them readily, but doesn’t rest there. It draws its historic roots not from the traditional American classroom but from the Socratic method. Assessment is based more upon what students can do with their learning than on what they know.
The process has cross-curricular implications, too. Not only do students write in every lesson, they learn to apply their knowledge of math to science, social studies, art, music, phys ed, even English. The math program takes a holistic view of the student’s education–also a Federalist notion.
I think the most important Federalist aspect of the Connected Math Project is that it provides students a tool with which to construct their own “worlds” based on solid principles of logic and sound judgment exercised corporately. Students have to come together, each bringing his/her strengths and weaknesses to the table, to solve potentially–and often actually–real-world problems. James Madison would be proud.
What an interesting effort in light of your work during the Academy and since then!
A couple of key terms jumped out at me–encouraging students to experiment, construct new insights, and assessment based on what students can do with their understanding. This sounds like the way to study math! I hope you’ll keep us posted on this “Federalist Math.” I’m sure there will moments when it’s fuzzy and moments when it’s clearer than you ever imagined!
[...] New post on my site 15 07 2008 Any of you who are mathematically or Federalistically inclined are welcome to check out my latest post on my personal blog. [...]
Wow!!! I have a sudden need to take this training! (How often does a teacher say that?!)
PLEASE keep us posted on your progress and your post-training opinion.
And, yeah, I am proud of Moo U.
Hobbes, honey, you told me you didn’t do math. What’s a girl to think??
Oh, I do math! Doing it well…well. No, I’m proficient up through Calculus. Proofs, I’m rusty on; but if I’m given the theroems, I can usually get there. I had a TERRIBLE Calc teacher in h.s., then blew it off at State as part of my freshman “lost year”.
I teach Algebra I to my 7th and 8th graders, and all the stuff that preludes to the younger.
Was I trying to count beers when I told you that?
At least you HAD calculus ‘way back when. I gradually collapsed mathematically in high school–it wasn’t until my MBA program, when higher math got practical, that I realized I could do it. So I took cal at 23.
The T.A. walked in, threw a mess of equations on the board, said “first you take a derivative,” then continued with the mess of equations. I sat through the entire term wondering what the hell a derivative WAS! An economics prof a year later explained and demystified it.
When I was first asked to teach middle-school math, my goal was to demystify algebra for verbal kids with math anxiety. The current training is showing me new ways to do so!