Ross Program Reunion - 2007

Arnold Ross’s Influence on Mathematics Education

Daniel Shapiro

Glenn Stevens

Max Warshauer

Arnold E. Ross

I feel that much of what we have learned from our experience in the Ross Young Scholars program has significance for the broad concerns of our mathematical community. It is time to speak up …

Arnold Ross’s Programs Ross Young Scholars program Horizons Unlimited & New Horizons

Columbus Inner City Youths Teacher programs

Notre Dame in the 1950s Reincarnated several times later

Arnold E. Ross In its award citation for our program, the AMS

award committee pointed up the commitment to “inspiring generations of young people.” This warm approbation creates the impression that strong and affectionate dedication creates the needed magic regardless of detail. …

What are, in fact, the realities … ?

Principles and Practices of a Ross-type Program Apprenticeship to a life of exploration Deep personal engagement of

participants Experience first Role of language Abstraction as condensation of ideas Multi-tiered structure

Apprenticeship to a life of exploration

… we thought of teaching as an art of developing in the very young curiosity, a sense of adventure, and a sensitivity of perception, as well as the mastery of basic skills. … the teacher’s mastery of the art of teaching … is certainly not an obvious consequence of … familiarity with factual information. … the teacher’s performance reflected [his/her] whole intellectual outlook.

Experience first It has been observed in every human activity experience

comes first, and as this experience grows the need for communication motivates the development of language. Sadly enough, in our classroom practice we place language first and experience second. We worry about what we should say in order to help the student “understand.” By this we mean to provide the effect of experience through the use of suitably chosen words. Not unexpectedly, the effect is at best a very pale image of the real thing.

-- Arnold Ross

Some Questions(1) Maybe our energies would be best spent in programs aimed directly at

students, not teachers. Wouldn’t focusing on students have just as great if not a greater impact in the long run?

(2) Do experiences of immersion in mathematics have a productive role to play in teacher education?

(3) Do all teachers benefit from such rich experience of mathematics? If not, which ones do? Why? or Why Not?

(4) What are the essential features of such experience for mathematics education?

(5) For those of us who teach (math or science), what do we choose to emphasize in our own classrooms? And why?

(6) Can one generalize the Ross immersion experience so as to make it accessible to a broad range of teachers? Is such generalization desirable?

Arnold E. Ross “The objective of our own program for the

youngsters…is to provide a vivid apprenticeship to research.”

“The teachers are much moved by the opportunity to observe us work with the very young in which we challenge our young charges with ideas not usually considered accessible to them.”

“The teacher’s first reaction is that of incredulity. This changes into a feeling of deep intellectual excitement that they should attempt to go beyond rote practice in their own teaching. Observing us at work gives them the courage to try this.”

From Ross teachers

“I have taught mathematics in public high schools for 24 years. …Teachers are sometimes slow to change, hard to convince, and slow to accept innovations in the art of teaching. They must be persuaded to accept new ideas and techniques and to try them.”

“I have noticed an awakening of many of these kids. They have learned to be more investigative and eager for knowledge. These young students search for patterns, make conjectures, and study long and hard. They are learning to formulate and present good questions and to discover many new mathematical concepts.”

Texas Mathworks Programs

Honors Summer Math Camp Junior Summer Math Camp Teacher Programs Curriculum Development

“I am raised in a single-parent home, along with my younger brother and mother (who) immigrated in Spring of 2000. My mother had a professional job in Karachi, but because of her poor English-speaking skills, she was restricted to employment at Whataburger. This camp benefited me the most by allowing myself the right exposure and challenge in mathematics.”

“I am the only daughter in a Hispanic family of four children. I live with both of my parents and my three brothers, ages 15, 13, and 3. It is our custom to visit my relatives in Mexico often, which is why I am very fluent with Spanish.”

“Before, I would have just accepted what we were taught in school as true, but coming here has made me want to question things and delve more into concepts. It has made me want to think more deeply about simple things, even outside the world of math.”

“I come from a city in West Texas called Abilene and our school there don’t seem to emphasize math very much. I had no idea what to expect from math camp, and it turned out to be a life-changing experience. I liked how this camp supports your learning speed and how there is no concern of competition.”

“I was born and raised in Guadalajara Mexico. I move to Palo Alto California two years ago. All my life I have tried to do my best at everything I do. … Math Camp has taught me that all it takes to accomplish my goals in life is effort, perseverance, and more effort. In addition, this camp has given me the opportunity to think different and new strategies to tackle problems.”

“I am a 16 year old Native American who will be entering his Junior Year. I (found) the environment and the resources to accomplish what I want. Along with all the hard work, I also have a place to relax and be independent while I am away from home. I have met so many people made new friends from across the country.”

“This camp has exposed me to more than any other single experience in the last 15 years of my life. Obviously I learned number theory, but that isn’t even what I’m talking about. I learned how to turn a group of strangers into some of the closest friends I have ever had; I enhanced my self-confidence; I learned more patience, and the list goes on.”

Program structure Immersion

Excitement Exploration Community

Teacher Benefits and Problems Realize Potential of students Mathematics Teaching through questioning

Issues Time Tests Staying connected

Essential Features Learn by doing Individual and group work Role models-counselors

Scaling School Year Programs Administrative support Linking to curriculum

Effect on our own teaching Undergraduates Student to counselor to teacher Links to classrooms Allow students to discover new ideas for

themselves