Improving the Learning of Mathematics in our Schools

Abstract

In the view of many Americans, our schools have failed to produce literate graduates. Although some people always have held this view, the launching of Sputnik in 1957 gave it national and international exposure. From that time forward the "failings" of our schools repeatedly have been the subject of media attention. These failings include failing to teach respect; graduating students who cannot read, write, or spell adequately; producing students who are not literate in geography, history, the sciences, or mathematics; and the list continues. This discussion concentrates on the area of mathematics. Internationally our students are ranked near the bottom in comparative studies of mathematics achievement. The business community finds this appalling and demands a workforce that is better educated, possesses greater skill in mathematics, is more familiar with the technology necessary to conduct business_ and to communicate in today's world, and, above all, has "common sense" in making decisions. There is increasing concern that America is relinquishing its role as a leader in technological advancement. As a consequence, the schools are experiencing increasing pressure to solve these problems. The discussion here examines one aspect of a potential solution to the problem of poor mathematics achievement. We focus on specific research findings in the area of forgetting, and examine the implications for year-round schooling. The implications, of course, go far beyond the mathematics curriculum.

What Can We Learn from the Data?

“…This is consistent with other findings that the schedule seems to be helpful to most children and especially to those most "at risk" for whom continuity of learning environment and school personnel appear particularly important (Atwood, 1983;Capps & Cox, 1991;Gandara & Fish, 1994;Perry, 1991;Serifs, 1990).…”

“…In addition, there is compelling evidence that the positive effects are enhanced for students in at-risk groups (Atwood, 1983;Capps & Cox, 1991;Gandara & Fish, 1994;Perry, 1991;Serifs, 1990). The work of Quinlan, George, and Emmett (1987) is frequently cited as an exception because they found that student achievement in multitrack YRS in the large, urban community studied was lower than in other schools.…”

“…The second hypothesis has to do with research concerning remembering or forgetting. Whereas some maintain that the issue of forgetting and retaining is complex and involves more than simply time (Allinder, Fuchs, Fuchs, & Hamlett, 1992;Capps & Cox, 1991), others assert that shorter breaks result in students forgetting less of what they have been taught (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996;Learning, Retention, and Forgetting, 1978). These studies found that, particularly for students from less-advantaged families, there is considerable learning loss during the long summer vacation.…”

Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation

“…Similarly, Bryant, Bryant, and Hammill (2000) agreed that difficulties with the language of mathematics is a distinguishing characteristic of mathematics LD. Along the same lines, Capps and Cox (1991) suggested that the language of mathematics must be directly taught during the course of a mathematics lesson. Monroe (1998) agreed noting that mathematics vocabulary cannot be taught incidentally.…”

A Modified School Year: Perspectives from the Early Years

“…According to Cooper, Nye, Charlton, Lindsay, and Greathouse (1996), the reduction in summer learning loss is most dramatic for students from less advantaged backgrounds, and the MSY might have particular relevance for this group. Students identified as ''at risk'' would also appear to benefit from a more balanced year in school (Capps & Cox, 1991;Gandara & Fish, 1994;Perry, 1991;Serifs, 1990).…”