Great blog! Thank you for mentioning the AEI podcast episode.
Regarding in-class acceleration for math, I think it's often non-existent. The attitude is often "you've finished the work today, so you can read a book or work on other subjects". Here's a crazy anecdote. My kids both went to French Immersion. My daughter and several other kids were bored in math class and always finished their work before other students. I asked the teacher if they could work on math contests during the math slot. This request was turned down (I think, by the principal) because the math contests aren't in French!
If you haven't already listened to it, I want to recommend my Math Academy episode with Justin Skycak and Alex Smith. One of my math prof friends has a subscription and worked it out with his son's school that he can work on Math Academy during math class (because his son is quite advanced in math). I think a good program like Math Academy would allow for better in-class acceleration. It's designed in such a way that independent learners can work through the units without much adult help. Their chief curriculum writer, Alex Smith, has a PhD in math.
Thank you for all your advocacy for advanced students (especially in math!). I will take a look at the papers you mentioned.
ello, Jonathan: Re: elementary school mathematics. I have long advocated that each elementary school should hire a mathematics specialist to help the teachers. Having been a professor in the education department for 29 years, I know for sure that many people who choose to become elementary teachers do so because they are not good at math, and even have fear of mathematics. Thus, it is no accident that the studies are showing that elementary students test better in English/language arts. Their teachers are more comfortable in that area—their classrooms are well-decorated with book-related posters, etc. They love to have authors and programs based on literature. Let’s just admit it and help these math-phobic teachers. Our education department even had a professor who helped elementary education majors meet the (very) basic math requirements for being accepted into elementary education. She would sometimes share her frustration with the lack of math skills her students demonstrated. When I was the principal of an elementary school for gifted children, average IQ 130+; and they were high academic achievers, above average in all achievement tests—we had a special teacher in mathematics and problem solving and the other teachers relied on this special for advice on activities, problems, and staff development. This worked very well—acknowledging the math fear demonstrated by many elementary teachers.
Fascinating! Thank you for the insights!
Hi Jonathan,
Great blog! Thank you for mentioning the AEI podcast episode.
Regarding in-class acceleration for math, I think it's often non-existent. The attitude is often "you've finished the work today, so you can read a book or work on other subjects". Here's a crazy anecdote. My kids both went to French Immersion. My daughter and several other kids were bored in math class and always finished their work before other students. I asked the teacher if they could work on math contests during the math slot. This request was turned down (I think, by the principal) because the math contests aren't in French!
If you haven't already listened to it, I want to recommend my Math Academy episode with Justin Skycak and Alex Smith. One of my math prof friends has a subscription and worked it out with his son's school that he can work on Math Academy during math class (because his son is quite advanced in math). I think a good program like Math Academy would allow for better in-class acceleration. It's designed in such a way that independent learners can work through the units without much adult help. Their chief curriculum writer, Alex Smith, has a PhD in math.
Thank you for all your advocacy for advanced students (especially in math!). I will take a look at the papers you mentioned.
ello, Jonathan: Re: elementary school mathematics. I have long advocated that each elementary school should hire a mathematics specialist to help the teachers. Having been a professor in the education department for 29 years, I know for sure that many people who choose to become elementary teachers do so because they are not good at math, and even have fear of mathematics. Thus, it is no accident that the studies are showing that elementary students test better in English/language arts. Their teachers are more comfortable in that area—their classrooms are well-decorated with book-related posters, etc. They love to have authors and programs based on literature. Let’s just admit it and help these math-phobic teachers. Our education department even had a professor who helped elementary education majors meet the (very) basic math requirements for being accepted into elementary education. She would sometimes share her frustration with the lack of math skills her students demonstrated. When I was the principal of an elementary school for gifted children, average IQ 130+; and they were high academic achievers, above average in all achievement tests—we had a special teacher in mathematics and problem solving and the other teachers relied on this special for advice on activities, problems, and staff development. This worked very well—acknowledging the math fear demonstrated by many elementary teachers.
This was such a gift in my inbox today. Thank you.
So much good poop here, Jonathan! Thanks for the observations.
I understand how much it takes to write frequently about these matters, but I think you should do so. You have so much to say. Love it.