I have a few theories. For one, most teachers are bad at math. For another, most parents are too busy buying plasma TVs and unnecessary toys — both for them and for child — while going into huge debt to think about the value of math skills. In other words, they don’t value math as they should. For one more, math and science teachers are underpaid.
Either way, maybe there’s another explanation: happy students do worse at math.
Do I seem like a happy guy to you?
But he says the U.S. should rethink “the happiness factor,” as he puts it.
Math textbooks in the United States, for example, tend to have colorful photos, charts and stories to please kids, he noted. In other nations, the texts strictly have math.
Fennell said engaging, relevant lessons are important. But he agreed with Loveless that every lesson should be about teaching math, not simply providing a fun class activity.
The author of the recent study, Loveless, is basically suggesting that our schools are more interested in making students believe they are doing well rather than making sure they actually do well. From my point of view, this may explain why so many future business students show up for the first day of engineering school and wonder why the work is so challenging. Yes, I said business students and engineering school. If you got the joke you’re probably an engineer. If you didn’t get the joke, you’re probably not an engineer and we are probably making fun of you.
It also bolsters my belief that most education spending is wasteful. In this case I’m talking about text books. College kids are kinda screwed because we pretty much have to buy them. But I’m fairly confident that the public schools waste a shit-ton of money on books as well. The important part, as I see it, is the quality of the written work. It has little to do with colorful pictures and asides that are usually right next to pointless. I’ve said before — and perhaps I’ll have to do it myself — that someone needs to become the discount publisher of no frills text books. Unfortunately I have little faith in them catching on because I have enormous faith that most teachers are easily distracted by shiny objects, thus they choose the expensive books with the colorful pictures and the online content that no one uses and the cds that stay in their sleeves for ever and ever.
Furthermore, the article suggests, as I postulated, that we just don’t emphasize math enough. Consider test scores on the SAT. Math scores are higher than verbal scores. For all the time spent by high school students reading and writing, shouldn’t it be the other way? My belief is that the math section is way too easy, thus the scores a propped up. It’s made easy because the expectations of our student’s mathematical capabilities is too low.
Math isn’t difficult folks. Making people realize it isn’t difficult is difficult.
Yeah, I’m real happy.