Debate on Math WarsDebate on Math WarsDebate on Math WarsDebate on Math Wars

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Topics Addressed• Groups• Technology• Homework• Lesson Structure• Algorithms

Parents View Points on Collaborative Groups

• Group activities promote increased class disruption. Students are talking about other things that are not math related.

• Group discussions are time consuming and do not allow advancement of the day’s lesson.

Teachers View Point on Collaborative Groups

• The students should learn how to communicate math by writing, discussing and explaining.

• The classroom should be child centered and group discussions support this.

• The students demonstrate their knowledge of math through active participation.

• Group activities encourage discovery.

Collaborative Group Debate

The parents complained that their children waste time discussing things other than mathematics during group discussions.

The teachers felt this was not so, the students are learning from each other during this activity. They take this time to express themselves on a level that they can better understand each other.

The parents want to know how quickly does the class move from one lesson to the next. It seems that group activities take the class at a very slow pace. The child is complaining of boredom.

The teachers informed the parents that the pace of the class is dictated by the students; therefore when the concept has been mastered by each student then the class will move on.

Will my child be prepared to move on to the next grade with the knowledge attained from the current grade?

The goal is to equip the students with the knowledge they’re going to need to move onto the next grade.

Collaborative Group Conclusion

• The teachers and parents agreed that the teacher would walk around the classroom more and keep the length of the class discussion shorter.

• Some discussions will be lead by the teacher and the class will be kept as a whole and not divided into groups.

Parents View Points on Technology

• Students should memorize basic math such as the multiplication table and not rely on a calculator. They feel that calculators are doing the work instead of the students.

• Calculators can become crutches.• Computers are used for fun and

games and not homework.

Teachers View Points on Technology

• Calculators and computers are used as an additional tool.

• First they will teach the concepts of math. Once the concepts have been mastered and the students learn how to arrive at the answer without the use of a calculator; technology will be introduced as an aid.

Technology DebateThe parents don’t want their children to become dependent on technology such as calculators and computers. Parents argue that if they use calculators for everything what will happen when they have to figure their change at the grocery store or how much should be deducted if an item they want to purchase is on sale. They are not going to be able to pull out the calculator.

The teachers argued that students need exposure working with calculators and computers in order to thrive in today’s post industrial society, where economic development is based on technology.

Parents are fearful of students access to websites while using the computer. Lack of supervision is a concern because there are a lot of inappropriate/adult websites.

The teachers assured the parents that access to websites is restricted by internal codes. They can only work on the given sites. They are unable to log on to other sites from the school computers.

Technology Conclusion• Calculators will not be used for short

basic calculations. They will only be used to calculate long equations and only after the students have attained a thorough understanding of the concept.

• Parents concede to the need of exposure to computers and will allow students to access websites deemed secure by the school only with careful monitoring both at home and at school.

Parents View Points on Homework

• More drills/memorization.• More equations that involve

numerals, not words .• Disagree on homework that

requires use of the internet.

Teachers View on Homework

• Word problems should be a part of daily homework.

• Incorporation of real life situations into mathematics through word problems.

Homework DebateWhen the parents saw what their children were getting for homework there was a noticeable lack of drills and too many. “think and write” questions.The teacher explained that putting math into words is a good way to incorporate real life situations into mathematics. In order to arrive at the answers, the students do have to use equations. The answer should be expressed in numeric form and how they arrived and why they used that method should be expressed in words.The parents want to know why do their children need to access the internet for homework, it just encourages them to go to other sites that aren’t related to mathematics such as chat rooms and adult sites.The teachers explained that they are giving them specific websites to go to do their required homework. The teachers explained that the parents should equip their computers with parental controls on their computers at home.

Homework Conclusion• Both parents and teachers agreed that

the students would be given 3 word problems that are based on everyday situations the students can relate to, 7 number drills and 2 “think and write” question based on the day’s lesson.

• The amount of time spent on math homework should be approximately a 40-45 minutes each day.

Parents View Points on Classroom & Lesson

Structure• Classrooms that are more teacher-centered. • Students should look for direction from their

teachers. • Class work needs to be more focused on a

specific topic. • Students need structured instructions from a

knowledgeable teacher on the day’s lesson plan.• Students need to be taught the rules and know

how to apply them to any given problem.

Teachers View Points on Classroom & Lesson

Structure• The students are more empowered

when they create their own ideas.• The teacher can assess students while

observing them during activities.• Use of manipulatives facilitates the

learning process.• Classroom is set up with desks and

chairs in groups as opposed to rows.

Classroom & Lesson Structure Debate 1

During a recent open class visit the parents observed the students seemed to be more in control of the class than the teacher. The students led the discussion and decided on the best solution themselves.The teacher explained that the point was in fact, to let the students feel that they are in control. The goal was to involve the students in their own learning.The parents wanted to know when does the student take control and teach the class when it appeared the students were acquiring the knowledge from their peers. Why not use more tests for assessment?The teachers explained that they in fact are in control. The activities that the parents observed as being “run” by the students were planned and explained by the teachers and served many purposes that may not have been obvious to the parents. During the activities the teacher is not just sitting in a corner reading a magazine. The teacher is walking around, listening and interjecting when necessary. This type of classroom also allows the teacher to observe the students’ progress in a less invasive way. Listening to the way students express themselves in their own plain terms is a better indicator as to whether or not they understand what they are being taught. The teacher cannot accurately know if a student “gets it” if they are only repeating what the teachers have just said like parrots. The use of manipulatives is another way the teacher is involved in the classroom. The teacher is the only one who has thought out the lesson plan and decided on which manipulatives, if any would be the best to aid the visual understanding of the lesson.

Classroom & Lesson Structure Debate 2

The parents felt that their own lack of understanding how the manipulatives were being used contributed to their lack of enthusiasm for these props. The parents wanted to know why the seats were arranged in such a manner.The teacher explained that the seating assisted in the overall classroom flow of shared ideas and discussions. Whether she was at the front of the class or asked the students to work in their groups this seating arrangement worked best in all instances.The parents did not agree that this type of seating was beneficial to the students. It was very tempting for the students to chit cat when they are facing each other.The teacher disagreed and said that if in fact the arrangement became an issue, the teacher would simply change the student’s seat. If that does not solve the “chit-chatting” problem then a note would be sent home to the parents of the student/students involved. The entire classroom should not have to be rearranged for just one or two students

Classroom & Lesson Structure Conclusion

• The teachers did not concede to the parents request to change the seating arrangements.

• The parents asked the teachers to provide them with some literature that corresponds and explains the manipulatives being used at a given time for a particular lesson. This would help them understand the reason why the teacher chose this material and how it is helping the students.

• The parents did not see the teacher’s point with respect to the amount of involvement they have in the classroom. The teacher’s explanation as to how the classroom is conducted and that while the “structure” may not be what the parents expected, it is structured.

• The teachers agreed that they would give quizzes on a more frequent basis and keep the parents apprized of the results. The parents felt better with this agreement.

Parents View Points on Algorithms

• Students should have extensive practice and knowledge of algorithms.

• Students should master the application of these rules primarily through drills and memorization.

• Concrete foundation will facilitate the student to move on to more advanced mathematics.

• Students should know one definitive path to get an answer.

Teachers View Points on Algorithms

• Students should learn alternative ways of doing problems.

• Students should explore and apply different methods, not necessarily following the set instructions for a particular equation.

• The more options available to students, the more ways to get an answer.

Algorithms DebateThe parents were concerned that their children weren’t learning the basic concepts thoroughly. They want their children to have a difinitive way of resolving math problems.The teachers explained that there is more than one way to come to a correct conclusion to a math problem.The parents were not convinced that math should be taught in such a “loosey goosey” kind of way. If there are set rules in math why not teach them. These rules were put in place for a reason. The parents feel that algorithms should not be an “alternative” or “optional” way of teaching math. It should be standard.The teachers responded, “Are you saying that it should be your way or no way?”The parents defended themselves by stating that algorithms are not something they invented. Math scholars came up with these concepts and they need to be taught if we want the children to have any type of chance of succeeding in math.

Algorithms Conclusion• It was very difficult to come to an agreement on

this point. The parents were very insistent on their children learning the algorithms. The semi-concession was that the teachers would take more time on the algorithms in the text books. The parents conceded to the students being exposed to “alternatives”, but they wanted to see the initial concept taught and practiced using algorithms. This would also be part of the homework and tests. The “alternatives” can be used once the students have mastered the application of the algorithms.