Re: Sarah Palin- creationist VP candidate?

On Sep 7, 1:27�pm, Paul J Gans <g...@xxxxxxxxx> wrote:
Tim Norfolk <timsn...@xxxxxxx> wrote:
I agree that group 1 *should* benefit, but it doesn't seem to work
that way. I just read a piece in 'Mathematics Today' that analysed the
changes from the GCE to the GCSE in the 1980's British math
curriculum. The changes de-emphasized algebra, in emphasized using
calculators and doing for 'relevant' problems (their words, not mine).

I think you are mixing apples and oranges here.

The output:
1. 30% fewer students taking advanced mathematics in the past few
years.

I suspect that has more to do with the perception that one can
make tons of money with an MBA than calculators.

2. Businesses and universities scrambling to introduce remediation, so
that they can teach the material that they need to.

That does have something to do with the way math is taught.

3. Massive grade inflation.

No. �Grade inflation is the result of other organizations such
as medical schools, grad schools, schools of business, and
industry in general using the colleges as a selection board.
Written exams, which are the basis for grading in most schools,
are a blunt instrument. �Often the best students don't do as
well on them as the students who have (temporarily) memorized
*everything*.

My favorite example is the kid who sat in the back of one of
my classes with his friends, laughing and talking throughout
the course. �He was distinguishable by his baseball cap worn
backwards. �He did just enough to get by with a reasonable
grade.

What I happened to know (but the rest of the class, who regarded
him as a clown) was that he was doing an undergraduate research
project with one of my collegues that resulted in three papers
that year. �He then went on to graduate school at a really top
school where he has done exceptionally well in research.

He's now on his way to a distinguished academic career.

He simply didn't care very much about doing tedious, boring
problems.

He's not alone. �The best students often don't care much about
boring things and are much more interested in underlying theory
than in doing math by hand.

That said, most of the good ones can, for instance, explain the
difference between mulitiplication and the various algorithms
for *doing* multiplication.

As for fixing things, I'll continue to do what I can, which is
actually teach, rather than just comment on it.

Good luck!

--
� �--- Paul J. Gans

I apologize for the lack of clarity. The 'advanced mathematics'
referred to earlier refers to the A-level regional exam, taken as a
senior, and required (or used to be) to enter higher education in
science, finance, accounting and the like. So, it appears that
students are even avoiding the business track.

As for the grade inflation, the paper I referred to indicated that it
appeared to be due to the watered-down requirements. Even so, it is
notable that A-level mathematics has the highest percentage of both
A's and F's of all subjects.

.

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