Posted by:
Terese Herrera
Research/tech assistance org
Columbus, OH

Topic:
Middle School Math in the New Century

Message:

Teaching mathematics for the 21st Century opens exciting perspectives. Technology offers new avenues for making abstract concepts more accessible to our students. Through graphing calculators and virtual manipulatives, students can experience visual representation of and interaction with mathematical ideas. Technology also makes possible new ways for students around the country to collaborate, especially in sharing and discussing data they have collected.

The new century also offers innovative curriculum programs. Many of these present an integrated view of what is usually seen as a collection of isolated procedures and concepts.

Mathematical ideas are developed in a well-defined context. Games, children's literature, and real-world scenarios are used to frame an investigation or as settings for practicing skills. These programs also are innovative in their insistence on an expanded set of basic skills. For instance, they place strong emphasis not only on executing a procedure, but also on reasoning through complex problems and communicating results. In addition, they provide strong support materials for teachers, including videotapes that introduce the program, all necessary handouts, and several ways to assess the subject matter.

Changing perspectives in mathematics teaching, however attractive, requires challenging changes in classroom practice. As said well by Fullan and Steigelbauer, "Educational change depends on what teachers do and think -- it's as simple and as complex as that" (1991, p. 117).

Support for teachers as they incorporate new practices is key to mathematics reform in the schools. Quality programs in professional development are distinguished by clear goals, in-classroom support, modeling of good teaching through several media, and teachers themselves taking an active role through reflection and actual structuring of the professional development experience.

Reference:

Fullan, M., and Steigelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.

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