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13 Jan 2006 - 15:25
This is the Fact Sheet I distributed to parents & to the PTSA Executive Committee. I don't think this is the most effective Fact Sheet possible; I would have preferred something much simpler. I think a very effective Fact Sheet would be just one word problem printed in the middle of the page with this question: Will your child be able to solve this problem at the end of 5th grade? I would also want to get across the information that a perfectly average child in Singapore can solve this problem. However, I really wanted to raise the issue of teaching to mastery and the spiral curriculum, so I filled up the sheet. Under the circumstances, I think that was OK.
Anyone who'd like to use this sheet for anyone reason — please do! And, of course, feel free to modify & improve it. I would also appreciate feedback. I made this up very quickly, because I didn't get inspired until Ken left his post about teaching to mastery. This is the best I could do in 15 minutes or so. NOTE: all of this material fit on one side of one sheet of paper.
Sample problem from Singapore grade 6 placement test (end of grade 5)
The ratio of Zoe’s money to Yolanda’s is 3:7. Yolanda has $64 more than Zoe. If Yolanda gives ¼ of her money to Zoe, what will be the new ratio of Zoe’s money to Yolanda’s? http://www.singaporemath.com/EasyEditor/assets/pl_pm6atest.pdf (pdf file)
Can Irvington children pass Singapore tests?
Tests are available online at:
https://www.sonlight.com/singapore-placement-tests.html
http://www.singaporemath.com/Placement_s/12.htm
Mathematics achievement in the U.S.
The spiraling curriculum
“…if I put in front of you a fifth, sixth, seventh, and eighth grade textbook in math and opened up to page 200 and I jumbled them up, and said, “order them from fifth through eighth grade in order,” you'd have a very tough time because they all look the same. That's because, unfortunately, we have this national strategy of “we're not really going to teach to master, we're going to teach to exposure and over lots and lots of years of kids seeing page 200 in the math book, eventually somehow they're going to learn it. We're going to teach them how to reduce fractions in fifth grade, in sixth grade, in seventh grade, in eighth grade, in ninth grade and continue until finally somehow magically they're going to get it…..[at KIPP] we have a different math strategy and a different math philosophy.”
Source: Mike Feinberg, co-founder Knowledge is Power Program KIPP. 80% of KIPP 8th graders – disadvantaged children in the Bronx – pass Regents A at the end of 8th grade, as compared to approximately 30 to 40% of Irvington 8th graders, depending on the year http://www.pbs.org/makingschoolswork/sbs/kipp/feinberg.html
Time costs of teaching to exposure, not mastery
Summer regression under spiraling curriculum: 1 month at least
(source: Time for School: Its Duration and Allocation http://www.asu.edu/educ/epsl/EPRU/documents/EPRU%202002-101/Chapter%2004-Glass-Final.pdf)
Summer regression with mastery curriculum: 1 week at most
{source: Student-Program Alignment and Teaching to Mastery http://www.zigsite.com/PDFs/StuPro_Align.pdf spiralling curricula (pdf file, p 16)
American Children lose 3 weeks’ instructional time at a minimum each year that children in other countries do not lose. Some children lose more. While U.S. children are being re-taught skills they did not learn to mastery the year before, their peers in high-achieving countries are mastering new skills and concepts. Over the years, this lost instructional time adds up. 3 weeks lost in second grade means U.S. children are 6 weeks behind in 3rd grade, 9 weeks in 4th, 12 weeks in 5th and so on down the line. The gap widens each year.
Irvington PTSA Forum
PTSA Forum Tonight
Ed's statement to the PTSA Forum
report: PTSA Forum
fact sheet for forum: Singapore Math & teaching to mastery & TIMSS gap
Back to main page.
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SWEET! You are awesome! -- CarolynJohnston - 13 Jan 2006
Thank you! I've got to get my Killer Factoids list pulled together. I found a fantastic Spiraling Factoid in Engelmann somewhere (I can track it down): only 25% of a K-8 textbook is new material. The other 75% appeared in earlier books. 25%! One of these days we should do a comparison of the Singapore books from one grade to the next, versus EM from one grade to the next. -- CatherineJohnson - 13 Jan 2006
I'll also have to look at Leinwand's report & see if he has something to say about this. He may have some figures... -- CatherineJohnson - 13 Jan 2006
I came across an article from a parent group (in Readington, NJ [rhymes with Irvington]) that discusses the merits of fuzzy and real math. http://www.rationalamerican.com/rp.org/math.html There still seem to be many misconceptions about real math (what the author calls "traditional" math). This is very discouraging. Among other things the author says: "What is our answer, then? If constructivist math programs have laudable goals of reaching out to each student, of providing differentiation and of offering a deeper view of math, it is in the execution where the programs have failed. By ignoring real world circumstances and developmental growth over grade levels, constructivist math programs can bog down students in pointless techniques and processes and stifle chances for later success in math. Parents may find their children going ever sideways and never forward. Constructivist math programs may look good on the drawing board, but they can be slippery where the rubber meets the road. Traditional programs don’t fare much better. By focusing on memorization rather than meaning, and by failing to provide the means for differentiation between students, traditional programs offer achievement for those interested in numbers for the sake of numbers but defeat for many other students." I found it interesting that the author argues that a hybrid won't do either because the tests are geared to fuzzy math: "Teachers in the classroom have offered the closest thing to an answer, and this fact also explains why some communities become bitterly opposed to constructivist programs and other communities tolerate the programs. In many districts teachers simply do not follow the Everyday Math and similar programs as closely as the designers would have preferred. These teachers mix in traditional methods. They leave out or minimize troublesome features. They take it upon themselves to differentiate in their classroom while making certain all the children meet a minimum standard for real world performance. In short, they do their own thing. Such behavior can sometimes drive administrators up a wall, but teachers often are the buffer between children and stupidity. This mix between traditional and constructivist ideas and methods might be the compromise and the solution, except for two problems. First, in some states and some districts formal or standardized tests used to gauge mathematical achievement necessitate a thorough understanding of constructivist methods for a child to score well. The New York State Regents exam is one example. Children may score well on the tests, but they fail when it comes to real world computation or higher order math classes in later grades. Students win and lose at the same time. Second, administrators have a valid point: fifty teachers doing their own thing means one thousand students with differing standards of mathematical knowledge and achievement. The teachers are making the best of a bad situation, but leadership must eventually unite such efforts." I wonder if the author is familiar with the "higher order" thinking required by Singapore or Russian math? -- CharlesH - 13 Jan 2006
My head is spinning just trying to read that article, much less try to make sense of it. -- KDeRosa - 13 Jan 2006
Bayesian pop quiz Does this image tell you that you are or are not going to agree with the website?
-- CatherineJohnson - 13 Jan 2006
First sentence: Typically it is the “lattice” method of multiplication that pushes parents over the edge. So far, so good. -- CatherineJohnson - 13 Jan 2006
Examine what is said, not him who speaks.
- Arab proverb
This organization could use some help on their marketing.
-- CatherineJohnson - 13 Jan 2006
Alright, I'm going to have to get back to this later. KUMON calls. -- CatherineJohnson - 13 Jan 2006
The expression on the kid's face gives the game away. He's clearly not buying it. -- KDeRosa - 13 Jan 2006
What is the argument? -- CatherineJohnson - 13 Jan 2006
I think the argument goes something like this: Constructivist math stinks, but so does traditional math. But constructivist math is better because I say so even though it hasn't produced results like we claimed. And, the tests are aligned with it too. Then there's some stuff I don't understand. And, it's foolish to try to combine the two for reasons I won't articulate. And, in conclusion, we should stick with constructivist math, but make it better. -- KDeRosa - 13 Jan 2006
constructivist math is better because I say so even though it hasn't produced results better than traditional math. And, the tests are aligned with it too. Then there's some stuff I don't understand. And, it's foolish to try to combine the two for reasons I won;t articulate. And, in conclusion, we should stick with constructivist math, but make it better. yeah that's what I thought it said -- CatherineJohnson - 13 Jan 2006
great job! -- CatherineJohnson - 13 Jan 2006
Why is this person not just SAYING 'I'm for constructivist math?' Do we know? -- CatherineJohnson - 13 Jan 2006
or, alternatively, 'I'm for constructivist math, but make it better'? -- CatherineJohnson - 13 Jan 2006
This is a really interesting site. I don't think I've seen a website where the person writing it is actively ambivalent about his own ideas. Usually people put up personal websites because they're cranked as he** about one thing or another, and they want everyone to know about it. -- CatherineJohnson - 13 Jan 2006
Like me, for instance. -- CatherineJohnson - 13 Jan 2006
Have you seen this before? The whole thing is like that The expression on the boy's face directly undermines the content he's looking at; the Arab proverb mixed in with the Mark Twain proverb..... This is one strange site. -- CatherineJohnson - 13 Jan 2006
Hey! What's our PRIOR? -- CatherineJohnson - 13 Jan 2006
-- CatherineJohnson - 13 Jan 2006
Its disguised advocacy. S/he wants to appear neutral and authoritative. All the better to get his/her point across. Expect to see a link to this article in the near future as authoritative "research." The old rhetorical alley-oop. -- KDeRosa - 13 Jan 2006
I'm a Bayesian -- CatherineJohnson - 13 Jan 2006
oh! yeah, you're probably right I bet there are horrific budget battles going on, too, that the writer is trying to stay clear of (references to not attacking people personally & so on...) My principle is: if you feel the need to tell people you don't make personal attacks, that means you're champing at the bit to make personal attacks. -- CatherineJohnson - 13 Jan 2006
What's an alley-oop? I can't quite picture it (I read the definition.) And how does it apply? -- CatherineJohnson - 13 Jan 2006
I'm going for 'choice,' and I'm going to try to persuade everyone else to go for choice, too. I'm hoping to persuade a bunch of people to lobby for an experimental Singapore Math course. I have ZERO interest in battling parents who do like TRAILBLAZERS. One of my few good friends in the district loves the program; the last thing I need is to be out there insulting my friends. sigh -- CatherineJohnson - 13 Jan 2006
The home page graphic is screaming for a caption contest. -- KDeRosa - 13 Jan 2006
I KNOW! I SAW IT! This is a very strange site. It's just intensely ambivalent, or something. -- CatherineJohnson - 13 Jan 2006
I'd say this site is fairly 'anti-' books, study, learning, school, memorization, etc. This person probably had Prentice Hall Mathematics: Explorations and Applications when she was in middle school. -- CatherineJohnson - 13 Jan 2006
Hey! Where's our 'sex identifier' website? -- CatherineJohnson - 13 Jan 2006
If you read the NY Times you know what a rhetorical alley-oop is. Journalist writes news article on teh front page quoting a biased source or teh article itself is biased, but disguised as straight news. Opinion writer writes Op-ed quoting the biased news article as fact instead of the spin it is. Like the alley-oop -- one player throws the ball up setting up the other player to dunk it. -- KDeRosa - 13 Jan 2006
One of my few good friends in the district loves the program; the last thing I need is to be out there insulting my friends. Tough love. -- KDeRosa - 13 Jan 2006
oh! I missed the part about someone else dunking it. I LOVE IT! ALLEY-OOP! -- CatherineJohnson - 13 Jan 2006
Gender Genie! -- CatherineJohnson - 13 Jan 2006
One of my few good friends in the district loves the program; the last thing I need is to be out there insulting my friends. Tough love.
NOT FROM ME! This gal took calculus in college AND PASSED. She's got chops. -- CatherineJohnson - 13 Jan 2006
OK, now I'm seriously confused. Gender Genie says the author is male (blog entry): Female Score: 167
Male Score: 396
The Gender Genie thinks the author of this passage is: male!
for nonfiction entry:
Words: 162
(NOTE: The genie works best on texts of more than 500 words.)
Female Score: 29
Male Score: 285
The Gender Genie thinks the author of this passage is: male! -- CatherineJohnson - 13 Jan 2006
Words: 708
(NOTE: The genie works best on texts of more than 500 words.)
Female Score: 412
Male Score: 1661
The Gender Genie thinks the author of this passage is: male!
-- CatherineJohnson - 13 Jan 2006
hmmm now i feel dumb also, i feel -- CatherineJohnson - 13 Jan 2006
key words: gender text analysis male female -- CatherineJohnson - 13 Jan 2006
The other weird thing — No names. -- CatherineJohnson - 13 Jan 2006
No names anywhere as far as I can tell. -- CatherineJohnson - 13 Jan 2006
Thw whole site is riddled with straw man arguments. -- KDeRosa - 13 Jan 2006
OK, so this guy has the Polar Opposite approach to mine. His approach: write a public website complaining about the schools, ask people to join & spread the word, but don't tell anyone who you are. My approach: write a public website complaining about the schools, give your name, post your photograph, tell people where you live, provide your personal email, and just don't tell anyone you're doing this. -- CatherineJohnson - 13 Jan 2006
-- KDeRosa - 13 Jan 2006
The whole site is riddled with straw man arguments. Yeah, but is the writer a guy? -- CatherineJohnson - 13 Jan 2006
AAACCCKK -- CatherineJohnson - 13 Jan 2006
jeez, Ken, you just about made me jump out of my seat there -- CatherineJohnson - 13 Jan 2006
I was about to post some acute observation or other, and all of a sudden I'm looking at the Scarecrow -- CatherineJohnson - 13 Jan 2006
Actually, he is the anti-Catherine. He is against everything you are for. he's just wishy washy about it. There aresome names one name on the FAQ page.
-- KDeRosa - 13 Jan 2006
Is it too early for a glass of life-extending red wine? -- CatherineJohnson - 13 Jan 2006
How come the whole screen suddenly stretched out? -- CatherineJohnson - 13 Jan 2006
oh maybe it didn't -- CatherineJohnson - 13 Jan 2006
I don't see any names -- CatherineJohnson - 13 Jan 2006
Is it too early for a glass of life-extending red wine? Sounds like you already started. -- KDeRosa - 13 Jan 2006
The editor is John Painter, a resident and parent. -- CatherineJohnson - 13 Jan 2006
Is it too early for a glass of life-extending red wine? Sounds like you already started. Shows how much you know. This is me operating under my own steam. -- CatherineJohnson - 13 Jan 2006
I'm high on life. -- CatherineJohnson - 13 Jan 2006
Like everything else on this site, you really have to look hard to find anything. This site is designed to be about ideas and policies, not about people and personalities. The editor is John Painter, a resident and parent. Some of the other parents and other stakeholders involved have been named in public, others prefer to remain private. -- KDeRosa - 13 Jan 2006
I thought you knew that. -- CatherineJohnson - 13 Jan 2006
Some of the other parents and other stakeholders involved have been named in public, others prefer to remain private. oh for pete's sake -- CatherineJohnson - 13 Jan 2006
Why are they trying to stay anonymous? They're the perfect shills for the schools. The communists used to call people like this "useful idiots." -- KDeRosa - 13 Jan 2006
I just didn't realize how high. -- KDeRosa - 13 Jan 2006
so.....what's going on in this town?? what is going on that makes a website called Readington Parents or whatever necessary? -- CatherineJohnson - 13 Jan 2006
I just didn't realize how high. umm.....let's put it this way Ed got me a copy of Kay Jamison's book EXUBERANCE for Christmas.
-- CatherineJohnson - 13 Jan 2006
what is going on that makes a website called Readington Parents or whatever necessary? change -- KDeRosa - 13 Jan 2006
Why are they trying to stay anonymous? They're the perfect shills for the schools. The communists used to call people like this "useful idiots." I find the whole site extremely strange. Who were the useful idiots, btw? I've seen that phrase over and over again, and have read a couple of accounts.....but I definitely didn't learn it to mastery. -- CatherineJohnson - 13 Jan 2006
what is going on that makes a website called Readington Parents or whatever necessary? change -- CatherineJohnson - 13 Jan 2006
what change? -- CatherineJohnson - 13 Jan 2006
i realize i could actually go and read the website myself.....but i'm not completely sure that reading it would actually tell me what's going on -- CatherineJohnson - 13 Jan 2006
i wonder if this guy makes any headway? i mean.....maybe i should be more circumspect -- CatherineJohnson - 13 Jan 2006
recently I said to a mom I'd just met, 'I don't like TRAILBLAZERS.' she said, 'I know you don't.' and she doesn't even know about the website i don't think -- CatherineJohnson - 13 Jan 2006
alright i am DEFINITELY doing KUMON F46a & b right now (have i mentioned i'm a TAD burned-out on FRACTION COMPUTATION?) -- CatherineJohnson - 13 Jan 2006
what change? NCLB, standardized tests, and accountability. he's not for it. The criticism and gradual abandonment of failed programs like whole language and constructivist math. he doesn't like it. He's a status quo (circa 1990) kinda guy. -- KDeRosa - 13 Jan 2006
I've decided the Math Wars need Yippies. Math Yippie is a perfect role for me, being so exuberant and all.
-- CatherineJohnson - 13 Jan 2006
NCLB, standardized tests, and accountability. he's not for it. OH! oh.....you know, I think that's probably it, or pretty close that would explain the strangled style & content......he's not quite sure what's bugging him -- CatherineJohnson - 13 Jan 2006
i realize i could actually go and read the website myself.....but i'm not completely sure that reading it would actually tell me what's going on Trust me it's not worth it. He's the enemy. The parental enemy. The parent lobbying to keep things the way they are and if possible undo evey reform that's been done the past 15 years. -- KDeRosa - 13 Jan 2006
wait'll he finds out we've got Yippies -- CatherineJohnson - 13 Jan 2006
he's not gonna like it -- CatherineJohnson - 13 Jan 2006
do I look like I'm doing KUMON F46a&b? -- CatherineJohnson - 13 Jan 2006
Useful idiots -- KDeRosa - 13 Jan 2006
do I look like I'm doing KUMON F46a&b? A true yippie wouldn't be -- KDeRosa - 13 Jan 2006
This site keeps eating comments. They just vanish. Mine just disappeared. -- CharlesH - 13 Jan 2006
that would explain the strangled style & content......he's not quite sure what's bugging him He's trying to make (or appear to make) a logical argument in support of his position. But, there isn't one to make. And no ecidence to cite. Hence the strangled style and cocooning. -- KDeRosa - 13 Jan 2006
I've gotten so many eaten I know how to resurrect them now: "Who were the useful idiots, btw?" I can suggest terrific books on the topic (not that you have a dearth of books to read). One is Paul Hollander's magisterial Political Pilgrims (a book that had a profound effect on my thinking). The other is Mona Charen's devastating book by that name. -- CharlesH - 13 Jan 2006 -- KDeRosa - 13 Jan 2006
oh wait — you already got it back? -- CatherineJohnson - 13 Jan 2006
no, Ken got it back -- CatherineJohnson - 13 Jan 2006
Thanks a lot, KDeRosa?. I am somewhat Wiki-phobic and wouldn't know how to perform the resurrection act. -- CharlesH - 13 Jan 2006
wow! thanks, Charles I've never seen Paul Hollander's book -- CatherineJohnson - 13 Jan 2006
do I look like I'm doing KUMON F46a&b? A true yippie wouldn't be Hey! You're right! Either that, or they'd do it, and miss 3 problems out of 9 like I just did. -- CatherineJohnson - 13 Jan 2006
what I really hate is re-doing the problem and getting the same wrong answer all over again then I have to re-do the re-do, and sometimes I still get the same wrong answer it's like that mirrored fun house scene in THE THIRD MAN only I don't get to hang with Joseph Cotton & Rita Hayworth assuming that's who was in that scene I could really use that life-extending glass of red wine right about now -- CatherineJohnson - 13 Jan 2006
no more fractions please, god make it stop -- CatherineJohnson - 13 Jan 2006
Thanks a lot, KDeRosa. I am somewhat Wiki-phobic and wouldn't know how to perform the resurrection act. It involves holy water, garlic, some chanting of prime numbers, and the sacrifice of a constructivist using a graphing calculator. -- KDeRosa - 13 Jan 2006
Either that, or they'd do it, and miss 3 problems out of 9 like I just did. That's clearly a sign from the heavens. -- KDeRosa - 13 Jan 2006
"It involves holy water, garlic, some chanting of prime numbers, and the sacrifice of a constructivist using a graphing calculator." You are giving me an uncontrollable laugh attack. Especially that bit about prime numbers. -- CharlesH - 13 Jan 2006
ok, F47a&b: 2 wrong, out of 9 18 is not divisible by 8, I gather -- CatherineJohnson - 13 Jan 2006
If you need something stronger you could also recite a fibonacci series, and if that's too powerful you could always skip the odd harmonics. -- KDeRosa - 13 Jan 2006
ok, F47a&b: 2 wrong, out of 9 Mr. Liu won't be pleased. Even his patience has its limits. -- KDeRosa - 13 Jan 2006
F48a&b they're getting harder what earthly reason can there possibly be to add 3 fractions whose lowest common denominator is 90? -- CatherineJohnson - 13 Jan 2006
where's my red pen? -- CatherineJohnson - 13 Jan 2006
oh my god page 1: 3 out of 4 wrong -- CatherineJohnson - 13 Jan 2006
i wonder if level F is the end? -- CatherineJohnson - 13 Jan 2006
I have an idea i shouldn't even do the worksheets the first time i should just skip straight to doing the problems over again -- CatherineJohnson - 13 Jan 2006
i should just skip straight to doing the problems over again Sounds like spiralling. -- KDeRosa - 13 Jan 2006
Sounds like spiralling. ! ! ! -- CatherineJohnson - 13 Jan 2006
ok, 5 out of 9 wrong I'm gonna pause here, and put in an emergency call to Seigfried Engelmann -- CatherineJohnson - 13 Jan 2006
how much more of this do I have to get through? -- CatherineJohnson - 13 Jan 2006
2 more sheets -- CatherineJohnson - 13 Jan 2006
ok, let's see what a well-lighted work space will do for me -- CatherineJohnson - 13 Jan 2006
whoa light is good I missed 1 out of 9, and that one I missed because I misread my handwriting next I need Lasik surgery -- CatherineJohnson - 13 Jan 2006
It involves holy water, garlic, some chanting of prime numbers, and the sacrifice of a constructivist using a graphing calculator. Nobody listen to Ken. -- CatherineJohnson - 13 Jan 2006
wow a Natural Experiment poorly lit workspace
well lit workspace
Apparently you have to be able to see fractions to do them. Who knew?
-- CatherineJohnson - 13 Jan 2006
The other night I was working with Christopher on his math, and he was getting everything wrong, screaming & shrieking, when Ed came in and turned on the Halogen light next to the desk. After that Christopher got everything right. -- CatherineJohnson - 13 Jan 2006
I need a keeper. -- CatherineJohnson - 13 Jan 2006
Coming late to the party here.... Looks like a one-man show:
alright, how do you do this stuff????? -- CatherineJohnson - 14 Jan 2006
plus.....calling yourself 'rational American' out loud..... it goes without saying your basic human thinks he's rational and other people aren't but most of us have enough sense not to open the subject for discussion -- CatherineJohnson - 14 Jan 2006
not that I should be talking -- CatherineJohnson - 14 Jan 2006
fact sheet for the PTSA forum
This is the Fact Sheet I distributed to parents & to the PTSA Executive Committee. I don't think this is the most effective Fact Sheet possible; I would have preferred something much simpler. I think a very effective Fact Sheet would be just one word problem printed in the middle of the page with this question: Will your child be able to solve this problem at the end of 5th grade? I would also want to get across the information that a perfectly average child in Singapore can solve this problem. However, I really wanted to raise the issue of teaching to mastery and the spiral curriculum, so I filled up the sheet. Under the circumstances, I think that was OK.
Anyone who'd like to use this sheet for anyone reason — please do! And, of course, feel free to modify & improve it. I would also appreciate feedback. I made this up very quickly, because I didn't get inspired until Ken left his post about teaching to mastery. This is the best I could do in 15 minutes or so. NOTE: all of this material fit on one side of one sheet of paper.
Sample problem from Singapore grade 6 placement test (end of grade 5)
The ratio of Zoe’s money to Yolanda’s is 3:7. Yolanda has $64 more than Zoe. If Yolanda gives ¼ of her money to Zoe, what will be the new ratio of Zoe’s money to Yolanda’s? http://www.singaporemath.com/EasyEditor/assets/pl_pm6atest.pdf (pdf file)
Can Irvington children pass Singapore tests?
Tests are available online at:
https://www.sonlight.com/singapore-placement-tests.html
http://www.singaporemath.com/Placement_s/12.htm
Mathematics achievement in the U.S.
- Average eighth grade U.S. student is 3 years behind average student in Singapore, Japan & Korea source: Beaton et al, 1996 Mathematics Achievement in the Middle Grades
- Nine percent of U.S. fourth-graders would be included in a talent pool made up of the top 10 percent of all students who took TIMSS [Trends in International Mathematics and Science Study – includes students from undeveloped countries].
- Only 5 percent of U.S. eighth-graders would be included in this pool instead of the expected 10 percent.
- The most advanced mathematics students in the United States (about 5 percent of the 12th grade cohort), performed similarly to 10 percent to 20 percent of that same cohort in other countries. Source: Lessons from the World: What TIMSS Tells Us about Mathematics Achievement, Curriculum and Instruction source: American Federation of Teachers http://www.aft.org/pubs-reports/downloads/teachers/Policy10.pdf
The spiraling curriculum
“…if I put in front of you a fifth, sixth, seventh, and eighth grade textbook in math and opened up to page 200 and I jumbled them up, and said, “order them from fifth through eighth grade in order,” you'd have a very tough time because they all look the same. That's because, unfortunately, we have this national strategy of “we're not really going to teach to master, we're going to teach to exposure and over lots and lots of years of kids seeing page 200 in the math book, eventually somehow they're going to learn it. We're going to teach them how to reduce fractions in fifth grade, in sixth grade, in seventh grade, in eighth grade, in ninth grade and continue until finally somehow magically they're going to get it…..[at KIPP] we have a different math strategy and a different math philosophy.”
Source: Mike Feinberg, co-founder Knowledge is Power Program KIPP. 80% of KIPP 8th graders – disadvantaged children in the Bronx – pass Regents A at the end of 8th grade, as compared to approximately 30 to 40% of Irvington 8th graders, depending on the year http://www.pbs.org/makingschoolswork/sbs/kipp/feinberg.html
Time costs of teaching to exposure, not mastery
Summer regression under spiraling curriculum: 1 month at least
(source: Time for School: Its Duration and Allocation http://www.asu.edu/educ/epsl/EPRU/documents/EPRU%202002-101/Chapter%2004-Glass-Final.pdf)
Summer regression with mastery curriculum: 1 week at most
{source: Student-Program Alignment and Teaching to Mastery http://www.zigsite.com/PDFs/StuPro_Align.pdf spiralling curricula (pdf file, p 16)
American Children lose 3 weeks’ instructional time at a minimum each year that children in other countries do not lose. Some children lose more. While U.S. children are being re-taught skills they did not learn to mastery the year before, their peers in high-achieving countries are mastering new skills and concepts. Over the years, this lost instructional time adds up. 3 weeks lost in second grade means U.S. children are 6 weeks behind in 3rd grade, 9 weeks in 4th, 12 weeks in 5th and so on down the line. The gap widens each year.
Irvington PTSA Forum
PTSA Forum Tonight
Ed's statement to the PTSA Forum
report: PTSA Forum
fact sheet for forum: Singapore Math & teaching to mastery & TIMSS gap
Back to main page.
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SWEET! You are awesome! -- CarolynJohnston - 13 Jan 2006
Thank you! I've got to get my Killer Factoids list pulled together. I found a fantastic Spiraling Factoid in Engelmann somewhere (I can track it down): only 25% of a K-8 textbook is new material. The other 75% appeared in earlier books. 25%! One of these days we should do a comparison of the Singapore books from one grade to the next, versus EM from one grade to the next. -- CatherineJohnson - 13 Jan 2006
I'll also have to look at Leinwand's report & see if he has something to say about this. He may have some figures... -- CatherineJohnson - 13 Jan 2006
I came across an article from a parent group (in Readington, NJ [rhymes with Irvington]) that discusses the merits of fuzzy and real math. http://www.rationalamerican.com/rp.org/math.html There still seem to be many misconceptions about real math (what the author calls "traditional" math). This is very discouraging. Among other things the author says: "What is our answer, then? If constructivist math programs have laudable goals of reaching out to each student, of providing differentiation and of offering a deeper view of math, it is in the execution where the programs have failed. By ignoring real world circumstances and developmental growth over grade levels, constructivist math programs can bog down students in pointless techniques and processes and stifle chances for later success in math. Parents may find their children going ever sideways and never forward. Constructivist math programs may look good on the drawing board, but they can be slippery where the rubber meets the road. Traditional programs don’t fare much better. By focusing on memorization rather than meaning, and by failing to provide the means for differentiation between students, traditional programs offer achievement for those interested in numbers for the sake of numbers but defeat for many other students." I found it interesting that the author argues that a hybrid won't do either because the tests are geared to fuzzy math: "Teachers in the classroom have offered the closest thing to an answer, and this fact also explains why some communities become bitterly opposed to constructivist programs and other communities tolerate the programs. In many districts teachers simply do not follow the Everyday Math and similar programs as closely as the designers would have preferred. These teachers mix in traditional methods. They leave out or minimize troublesome features. They take it upon themselves to differentiate in their classroom while making certain all the children meet a minimum standard for real world performance. In short, they do their own thing. Such behavior can sometimes drive administrators up a wall, but teachers often are the buffer between children and stupidity. This mix between traditional and constructivist ideas and methods might be the compromise and the solution, except for two problems. First, in some states and some districts formal or standardized tests used to gauge mathematical achievement necessitate a thorough understanding of constructivist methods for a child to score well. The New York State Regents exam is one example. Children may score well on the tests, but they fail when it comes to real world computation or higher order math classes in later grades. Students win and lose at the same time. Second, administrators have a valid point: fifty teachers doing their own thing means one thousand students with differing standards of mathematical knowledge and achievement. The teachers are making the best of a bad situation, but leadership must eventually unite such efforts." I wonder if the author is familiar with the "higher order" thinking required by Singapore or Russian math? -- CharlesH - 13 Jan 2006
My head is spinning just trying to read that article, much less try to make sense of it. -- KDeRosa - 13 Jan 2006
Bayesian pop quiz Does this image tell you that you are or are not going to agree with the website?
-- CatherineJohnson - 13 Jan 2006
First sentence: Typically it is the “lattice” method of multiplication that pushes parents over the edge. So far, so good. -- CatherineJohnson - 13 Jan 2006
Examine what is said, not him who speaks.
- Arab proverb
This organization could use some help on their marketing.
-- CatherineJohnson - 13 Jan 2006
Alright, I'm going to have to get back to this later. KUMON calls. -- CatherineJohnson - 13 Jan 2006
The expression on the kid's face gives the game away. He's clearly not buying it. -- KDeRosa - 13 Jan 2006
What is the argument? -- CatherineJohnson - 13 Jan 2006
I think the argument goes something like this: Constructivist math stinks, but so does traditional math. But constructivist math is better because I say so even though it hasn't produced results like we claimed. And, the tests are aligned with it too. Then there's some stuff I don't understand. And, it's foolish to try to combine the two for reasons I won't articulate. And, in conclusion, we should stick with constructivist math, but make it better. -- KDeRosa - 13 Jan 2006
constructivist math is better because I say so even though it hasn't produced results better than traditional math. And, the tests are aligned with it too. Then there's some stuff I don't understand. And, it's foolish to try to combine the two for reasons I won;t articulate. And, in conclusion, we should stick with constructivist math, but make it better. yeah that's what I thought it said -- CatherineJohnson - 13 Jan 2006
great job! -- CatherineJohnson - 13 Jan 2006
Why is this person not just SAYING 'I'm for constructivist math?' Do we know? -- CatherineJohnson - 13 Jan 2006
or, alternatively, 'I'm for constructivist math, but make it better'? -- CatherineJohnson - 13 Jan 2006
This is a really interesting site. I don't think I've seen a website where the person writing it is actively ambivalent about his own ideas. Usually people put up personal websites because they're cranked as he** about one thing or another, and they want everyone to know about it. -- CatherineJohnson - 13 Jan 2006
Like me, for instance. -- CatherineJohnson - 13 Jan 2006
Have you seen this before? The whole thing is like that The expression on the boy's face directly undermines the content he's looking at; the Arab proverb mixed in with the Mark Twain proverb..... This is one strange site. -- CatherineJohnson - 13 Jan 2006
Hey! What's our PRIOR? -- CatherineJohnson - 13 Jan 2006
-- CatherineJohnson - 13 Jan 2006
Its disguised advocacy. S/he wants to appear neutral and authoritative. All the better to get his/her point across. Expect to see a link to this article in the near future as authoritative "research." The old rhetorical alley-oop. -- KDeRosa - 13 Jan 2006
I'm a Bayesian -- CatherineJohnson - 13 Jan 2006
oh! yeah, you're probably right I bet there are horrific budget battles going on, too, that the writer is trying to stay clear of (references to not attacking people personally & so on...) My principle is: if you feel the need to tell people you don't make personal attacks, that means you're champing at the bit to make personal attacks. -- CatherineJohnson - 13 Jan 2006
What's an alley-oop? I can't quite picture it (I read the definition.) And how does it apply? -- CatherineJohnson - 13 Jan 2006
I'm going for 'choice,' and I'm going to try to persuade everyone else to go for choice, too. I'm hoping to persuade a bunch of people to lobby for an experimental Singapore Math course. I have ZERO interest in battling parents who do like TRAILBLAZERS. One of my few good friends in the district loves the program; the last thing I need is to be out there insulting my friends. sigh -- CatherineJohnson - 13 Jan 2006
The home page graphic is screaming for a caption contest. -- KDeRosa - 13 Jan 2006
I KNOW! I SAW IT! This is a very strange site. It's just intensely ambivalent, or something. -- CatherineJohnson - 13 Jan 2006
I'd say this site is fairly 'anti-' books, study, learning, school, memorization, etc. This person probably had Prentice Hall Mathematics: Explorations and Applications when she was in middle school. -- CatherineJohnson - 13 Jan 2006
Hey! Where's our 'sex identifier' website? -- CatherineJohnson - 13 Jan 2006
If you read the NY Times you know what a rhetorical alley-oop is. Journalist writes news article on teh front page quoting a biased source or teh article itself is biased, but disguised as straight news. Opinion writer writes Op-ed quoting the biased news article as fact instead of the spin it is. Like the alley-oop -- one player throws the ball up setting up the other player to dunk it. -- KDeRosa - 13 Jan 2006
One of my few good friends in the district loves the program; the last thing I need is to be out there insulting my friends. Tough love. -- KDeRosa - 13 Jan 2006
oh! I missed the part about someone else dunking it. I LOVE IT! ALLEY-OOP! -- CatherineJohnson - 13 Jan 2006
Gender Genie! -- CatherineJohnson - 13 Jan 2006
One of my few good friends in the district loves the program; the last thing I need is to be out there insulting my friends. Tough love.
NOT FROM ME! This gal took calculus in college AND PASSED. She's got chops. -- CatherineJohnson - 13 Jan 2006
OK, now I'm seriously confused. Gender Genie says the author is male (blog entry): Female Score: 167
Male Score: 396
The Gender Genie thinks the author of this passage is: male!
for nonfiction entry:
Words: 162
(NOTE: The genie works best on texts of more than 500 words.)
Female Score: 29
Male Score: 285
The Gender Genie thinks the author of this passage is: male! -- CatherineJohnson - 13 Jan 2006
Words: 708
(NOTE: The genie works best on texts of more than 500 words.)
Female Score: 412
Male Score: 1661
The Gender Genie thinks the author of this passage is: male!
-- CatherineJohnson - 13 Jan 2006
hmmm now i feel dumb also, i feel -- CatherineJohnson - 13 Jan 2006
key words: gender text analysis male female -- CatherineJohnson - 13 Jan 2006
The other weird thing — No names. -- CatherineJohnson - 13 Jan 2006
No names anywhere as far as I can tell. -- CatherineJohnson - 13 Jan 2006
Thw whole site is riddled with straw man arguments. -- KDeRosa - 13 Jan 2006
OK, so this guy has the Polar Opposite approach to mine. His approach: write a public website complaining about the schools, ask people to join & spread the word, but don't tell anyone who you are. My approach: write a public website complaining about the schools, give your name, post your photograph, tell people where you live, provide your personal email, and just don't tell anyone you're doing this. -- CatherineJohnson - 13 Jan 2006
-- KDeRosa - 13 Jan 2006
The whole site is riddled with straw man arguments. Yeah, but is the writer a guy? -- CatherineJohnson - 13 Jan 2006
AAACCCKK -- CatherineJohnson - 13 Jan 2006
jeez, Ken, you just about made me jump out of my seat there -- CatherineJohnson - 13 Jan 2006
I was about to post some acute observation or other, and all of a sudden I'm looking at the Scarecrow -- CatherineJohnson - 13 Jan 2006
Actually, he is the anti-Catherine. He is against everything you are for. he's just wishy washy about it. There are
Is it too early for a glass of life-extending red wine? -- CatherineJohnson - 13 Jan 2006
How come the whole screen suddenly stretched out? -- CatherineJohnson - 13 Jan 2006
oh maybe it didn't -- CatherineJohnson - 13 Jan 2006
I don't see any names -- CatherineJohnson - 13 Jan 2006
Is it too early for a glass of life-extending red wine? Sounds like you already started. -- KDeRosa - 13 Jan 2006
The editor is John Painter, a resident and parent. -- CatherineJohnson - 13 Jan 2006
Is it too early for a glass of life-extending red wine? Sounds like you already started. Shows how much you know. This is me operating under my own steam. -- CatherineJohnson - 13 Jan 2006
I'm high on life. -- CatherineJohnson - 13 Jan 2006
Like everything else on this site, you really have to look hard to find anything. This site is designed to be about ideas and policies, not about people and personalities. The editor is John Painter, a resident and parent. Some of the other parents and other stakeholders involved have been named in public, others prefer to remain private. -- KDeRosa - 13 Jan 2006
I thought you knew that. -- CatherineJohnson - 13 Jan 2006
Some of the other parents and other stakeholders involved have been named in public, others prefer to remain private. oh for pete's sake -- CatherineJohnson - 13 Jan 2006
Why are they trying to stay anonymous? They're the perfect shills for the schools. The communists used to call people like this "useful idiots." -- KDeRosa - 13 Jan 2006
I just didn't realize how high. -- KDeRosa - 13 Jan 2006
so.....what's going on in this town?? what is going on that makes a website called Readington Parents or whatever necessary? -- CatherineJohnson - 13 Jan 2006
I just didn't realize how high. umm.....let's put it this way Ed got me a copy of Kay Jamison's book EXUBERANCE for Christmas.
-- CatherineJohnson - 13 Jan 2006
what is going on that makes a website called Readington Parents or whatever necessary? change -- KDeRosa - 13 Jan 2006
Why are they trying to stay anonymous? They're the perfect shills for the schools. The communists used to call people like this "useful idiots." I find the whole site extremely strange. Who were the useful idiots, btw? I've seen that phrase over and over again, and have read a couple of accounts.....but I definitely didn't learn it to mastery. -- CatherineJohnson - 13 Jan 2006
what is going on that makes a website called Readington Parents or whatever necessary? change -- CatherineJohnson - 13 Jan 2006
what change? -- CatherineJohnson - 13 Jan 2006
i realize i could actually go and read the website myself.....but i'm not completely sure that reading it would actually tell me what's going on -- CatherineJohnson - 13 Jan 2006
i wonder if this guy makes any headway? i mean.....maybe i should be more circumspect -- CatherineJohnson - 13 Jan 2006
recently I said to a mom I'd just met, 'I don't like TRAILBLAZERS.' she said, 'I know you don't.' and she doesn't even know about the website i don't think -- CatherineJohnson - 13 Jan 2006
alright i am DEFINITELY doing KUMON F46a & b right now (have i mentioned i'm a TAD burned-out on FRACTION COMPUTATION?) -- CatherineJohnson - 13 Jan 2006
what change? NCLB, standardized tests, and accountability. he's not for it. The criticism and gradual abandonment of failed programs like whole language and constructivist math. he doesn't like it. He's a status quo (circa 1990) kinda guy. -- KDeRosa - 13 Jan 2006
I've decided the Math Wars need Yippies. Math Yippie is a perfect role for me, being so exuberant and all.
-- CatherineJohnson - 13 Jan 2006
NCLB, standardized tests, and accountability. he's not for it. OH! oh.....you know, I think that's probably it, or pretty close that would explain the strangled style & content......he's not quite sure what's bugging him -- CatherineJohnson - 13 Jan 2006
i realize i could actually go and read the website myself.....but i'm not completely sure that reading it would actually tell me what's going on Trust me it's not worth it. He's the enemy. The parental enemy. The parent lobbying to keep things the way they are and if possible undo evey reform that's been done the past 15 years. -- KDeRosa - 13 Jan 2006
wait'll he finds out we've got Yippies -- CatherineJohnson - 13 Jan 2006
he's not gonna like it -- CatherineJohnson - 13 Jan 2006
do I look like I'm doing KUMON F46a&b? -- CatherineJohnson - 13 Jan 2006
Useful idiots -- KDeRosa - 13 Jan 2006
do I look like I'm doing KUMON F46a&b? A true yippie wouldn't be -- KDeRosa - 13 Jan 2006
This site keeps eating comments. They just vanish. Mine just disappeared. -- CharlesH - 13 Jan 2006
that would explain the strangled style & content......he's not quite sure what's bugging him He's trying to make (or appear to make) a logical argument in support of his position. But, there isn't one to make. And no ecidence to cite. Hence the strangled style and cocooning. -- KDeRosa - 13 Jan 2006
I've gotten so many eaten I know how to resurrect them now: "Who were the useful idiots, btw?" I can suggest terrific books on the topic (not that you have a dearth of books to read). One is Paul Hollander's magisterial Political Pilgrims (a book that had a profound effect on my thinking). The other is Mona Charen's devastating book by that name. -- CharlesH - 13 Jan 2006 -- KDeRosa - 13 Jan 2006
oh wait — you already got it back? -- CatherineJohnson - 13 Jan 2006
no, Ken got it back -- CatherineJohnson - 13 Jan 2006
Thanks a lot, KDeRosa?. I am somewhat Wiki-phobic and wouldn't know how to perform the resurrection act. -- CharlesH - 13 Jan 2006
wow! thanks, Charles I've never seen Paul Hollander's book -- CatherineJohnson - 13 Jan 2006
do I look like I'm doing KUMON F46a&b? A true yippie wouldn't be Hey! You're right! Either that, or they'd do it, and miss 3 problems out of 9 like I just did. -- CatherineJohnson - 13 Jan 2006
what I really hate is re-doing the problem and getting the same wrong answer all over again then I have to re-do the re-do, and sometimes I still get the same wrong answer it's like that mirrored fun house scene in THE THIRD MAN only I don't get to hang with Joseph Cotton & Rita Hayworth assuming that's who was in that scene I could really use that life-extending glass of red wine right about now -- CatherineJohnson - 13 Jan 2006
no more fractions please, god make it stop -- CatherineJohnson - 13 Jan 2006
Thanks a lot, KDeRosa. I am somewhat Wiki-phobic and wouldn't know how to perform the resurrection act. It involves holy water, garlic, some chanting of prime numbers, and the sacrifice of a constructivist using a graphing calculator. -- KDeRosa - 13 Jan 2006
Either that, or they'd do it, and miss 3 problems out of 9 like I just did. That's clearly a sign from the heavens. -- KDeRosa - 13 Jan 2006
"It involves holy water, garlic, some chanting of prime numbers, and the sacrifice of a constructivist using a graphing calculator." You are giving me an uncontrollable laugh attack. Especially that bit about prime numbers. -- CharlesH - 13 Jan 2006
ok, F47a&b: 2 wrong, out of 9 18 is not divisible by 8, I gather -- CatherineJohnson - 13 Jan 2006
If you need something stronger you could also recite a fibonacci series, and if that's too powerful you could always skip the odd harmonics. -- KDeRosa - 13 Jan 2006
ok, F47a&b: 2 wrong, out of 9 Mr. Liu won't be pleased. Even his patience has its limits. -- KDeRosa - 13 Jan 2006
F48a&b they're getting harder what earthly reason can there possibly be to add 3 fractions whose lowest common denominator is 90? -- CatherineJohnson - 13 Jan 2006
where's my red pen? -- CatherineJohnson - 13 Jan 2006
oh my god page 1: 3 out of 4 wrong -- CatherineJohnson - 13 Jan 2006
i wonder if level F is the end? -- CatherineJohnson - 13 Jan 2006
I have an idea i shouldn't even do the worksheets the first time i should just skip straight to doing the problems over again -- CatherineJohnson - 13 Jan 2006
i should just skip straight to doing the problems over again Sounds like spiralling. -- KDeRosa - 13 Jan 2006
Sounds like spiralling. ! ! ! -- CatherineJohnson - 13 Jan 2006
ok, 5 out of 9 wrong I'm gonna pause here, and put in an emergency call to Seigfried Engelmann -- CatherineJohnson - 13 Jan 2006
how much more of this do I have to get through? -- CatherineJohnson - 13 Jan 2006
2 more sheets -- CatherineJohnson - 13 Jan 2006
ok, let's see what a well-lighted work space will do for me -- CatherineJohnson - 13 Jan 2006
whoa light is good I missed 1 out of 9, and that one I missed because I misread my handwriting next I need Lasik surgery -- CatherineJohnson - 13 Jan 2006
It involves holy water, garlic, some chanting of prime numbers, and the sacrifice of a constructivist using a graphing calculator. Nobody listen to Ken. -- CatherineJohnson - 13 Jan 2006
wow a Natural Experiment poorly lit workspace
well lit workspace
Apparently you have to be able to see fractions to do them. Who knew?
-- CatherineJohnson - 13 Jan 2006
The other night I was working with Christopher on his math, and he was getting everything wrong, screaming & shrieking, when Ed came in and turned on the Halogen light next to the desk. After that Christopher got everything right. -- CatherineJohnson - 13 Jan 2006
I need a keeper. -- CatherineJohnson - 13 Jan 2006
Coming late to the party here.... Looks like a one-man show:
D:\>whois rationalamerican.com
Whois Server Version 1.3
Domain names in the .com and .net domains can now be registered
with many different competing registrars. Go to http://www.internic.net
for detailed information.
Domain Name: RATIONALAMERICAN.COM
Registrar: EASYDNS TECHNOLOGIES, INC.
Whois Server: whois.easydns.com
Referral URL: http://www.easydns.com
Name Server: NS1.EASYDNS.COM
Name Server: NS2.EASYDNS.COM
Name Server: REMOTE1.EASYDNS.COM
Name Server: REMOTE2.EASYDNS.COM
Status: REGISTRAR-LOCK
Updated Date: 16-oct-2005
Creation Date: 01-oct-2003
Expiration Date: 01-oct-2006
>>> Last update of whois database: Fri, 13 Jan 2006 15:20:50 EST <<<
NOTICE: The expiration date displayed in this record is the date the
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Registrant:
John Painter
10 Witherspoon Street
Whitehouse Station, NJ 08889
US
Domain name: RATIONALAMERICAN.COM
Administrative Contact:
Painter, John painter@eclipse.net
10 Witherspoon Street
Whitehouse Station, NJ 08889
US
908-534-5827
Technical Contact:
Painter, John painter@eclipse.net
10 Witherspoon Street
Whitehouse Station, NJ 08889
US
908-534-5827
Registrar of Record: easyDNS Technologies, Inc.
Record last updated on 27-Oct-2005.
Record expires on 01-Oct-2006.
Record created on 01-Oct-2003.
Domain servers in listed order:
NS1.EASYDNS.COM 216.220.40.243
NS2.EASYDNS.COM 209.200.151.4
REMOTE1.EASYDNS.COM 209.200.131.4
REMOTE2.EASYDNS.COM 205.210.42.20
Domain status: REGISTRAR-LOCK
Data in the easyDNS Registrar WHOIS database is provided for informational
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For your DNS and domain management needs, including primary, secondary, and
dynamic DNS; mail forwarding; URL forwarding, backup mail spooling, MX port
forwarding, great support and more, see http://easyDNS.com/
-- GoogleMaster - 14 Jan 2006
alright, how do you do this stuff????? -- CatherineJohnson - 14 Jan 2006
plus.....calling yourself 'rational American' out loud..... it goes without saying your basic human thinks he's rational and other people aren't but most of us have enough sense not to open the subject for discussion -- CatherineJohnson - 14 Jan 2006
not that I should be talking -- CatherineJohnson - 14 Jan 2006
| WebLogForm | |
|---|---|
| Title: | fact sheet for the PTSA forum |
| TopicType: | WebLog |
| SubjectArea: | DirectInstruction, IrvingtonMath, IrvingtonSchools, MathWars, SchoolFunding, SingaporeMath |
| LogDate: | 200601131023 |
Attachment  | Action | Size | Date | Who | Comment |
|---|---|---|---|---|---|
 Ray_bolger_scarecrow.jpg | manage | 13.6 K | 13 Jan 2006 - 20:50 | KDeRosa |
