Both books are chock full of exercises. One after the other. And self-quizzes after every three or four sets of exercises, with a grading scale that says something like "if you missed more than 3 problems, then you should go back and redo section 2.7".

That's incredible!

Wonderful!

Also demoralizing.

All this claptrap about metacognition, and back in the 1940s they were teaching the kids how to assess their own learning.

Learn how to learn, kiddos!

-- CatherineJohnson - 30 Nov 2006

Not sarcasm, surely?

Verghis, you know me better than that!

-- CatherineJohnson - 30 Nov 2006

I picked up some (more) old math textbooks at a garage sale a few weeks ago. One seems to be industrial/kitchen math for 5th graders and is about 3/4 inch thick with a few photos. I think it's from the 1940s or so. The other book is also about 3/4 inch thick and has no photos; the only pictures are triangle diagrams and such.

Both books are chock full of exercises. One after the other. And self-quizzes after every three or four sets of exercises, with a grading scale that says something like "if you missed more than 3 problems, then you should go back and redo section 2.7".

-- GoogleMaster - 30 Nov 2006

Not sarcasm, surely?

-- VerghisKoshi - 30 Nov 2006

"I'd like to see the question of whether mathematics taught in a coherent sequence is influential in promoting students' understanding answered in my lifetime.

That would be grand."

Amen to that!!

-- KarenA - 30 Nov 2006

page splatter redux

“It’s basically, you cover everything, everywhere, because somehow, somebody will learn something somewhere,” Mr. Schmidt told conference-goers.

Most researchers, though, have focused on curricula in an effort to discern why students in some countries tend to outshine the rest of the world, including the United States, in international comparisons.

As the principal of a Finnish intermediate-level school that is arguably the highest-scoring school in the world, Maarit Rossi, another conference-goer, has fielded many such queries. Finland ranked first in math in the 2005 PISA, and the 8th graders in Ms. Rossi’s school, Kirkkoharjun School in Kirkkonummi, scored highest in that nation.

Now studying in the United States on a sabbatical, Ms. Rossi sees obvious contrasts in U.S. and Finnish textbooks. The U.S. texts, she said, are much thicker and more cluttered than the ones her students use. “It’s impossible when you have 1,100 pages of math that you get the message,” she said.

William H. Schmidt, an education professor at the University of Michigan in Ann Arbor, would agree. He has conducted comparisons of U.S. math curricula and those used by countries that consistently score high on TIMSS. As early as the late 1990s, he characterized U.S. math classes as “a mile wide and an inch deep” compared with those of the high-scoring, mostly Asian, nations.

“It’s basically, you cover everything, everywhere, because somehow, somebody will learn something somewhere,” Mr. Schmidt told conference-goers.

More recently, his analyses have also shown that the high-performing countries teach math in a sequence that mathematicians see as more coherent, and that may be even more influential in promoting students’ understanding.

Potential of Global Tests Seen as Unrealized
Scholars urged to scour TIMSS, PISA for policy insights.
By Debra Viadero