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Stop hopscotching from one topic to another (59)
Emphasize reasoning and problem-solving (38)
Stop hopscotching from one topic to another:
2 Also teachers need to make sure that the children understand each math instruction prior to learning a new one.
1 More time. Ability or avenue for children to move on and build on skills or to work in an area until mastered. Need lots of take home extra work for parents to assist if want.
4 The program needs to have some logic -- providing a continuum and an opportunity for students to practice skills rather than hopscotching from simple addition to decimals to fractions to metric to fractions to units of measurement
2 Less redundancy from one grade level to the next for students who have mastered the material
4 Focus. More on one concept before moving on
K Continuity
5 At times, there are mixed assignments with algebra, and then the next night very simplistic decimal concepts. I don't see a pattern.
3 Q7: Jumping to the next "math procedure" too quickly. No time to understand and process the true "math" of arithmetic, division, etc. They aren't learning math, they are memorizing algorithms.
3 Q6: No. Grade level -- OK -- amount & type of instruction not really meeting his needs
Q11: He's doing fine with what he's given, but I think he would do better with a more organized approach to math concepts.
1 Reduce total no. of topics within a subject to allow time for comprehension not test scores
2 Q6: No. Too much hurrying through concepts.
Less rushing through areas just because teachers have to meet objectives
3 Q14: More structure (building block approach)
4 Q7: It needs to flow from one level to the next. They seem to be jumping around.
Q14: Like I stated earlier, there seems to be no pattern to learn the basic and increase difficulty from there. They seem to be jumping around. Last week fractions, this week measurement, next week?
3 Sequencing curriculum
Training for new teachers -- scope & sequence. My child last year began working on multiplication BEFORE learning two column addition
2 I want to address the questions from the perspective of my experience with 2nd grade math. Our experience in part prompted us to send our child to private school for 3rd grade. As a 2nd grader our child struggled with the math curriculum and was unable to do addition to subtraction without using fingers until we hired a private tutor in the spring. Just as a background, our child was identified as G&T.
We believe math was not presented in a logical, progressive, fashion but skipped around too much. There was also a lack of rote drilling -- boring, yes, but effective as an adjust to any program. Our biggest complaint was the introduction of "story problems" from the beginning of school which required problem solving tools the students had not received. Never did it seem enough time was spent on any particular area except perhaps money and time-telling.
Our child is now doing well in a 3rd grade "Everyday Math" curriculum where there is lots of supplemental emphasis on basic arithmetic.
4 The curriculum moves too quickly from topic to topic, treating each topic on too shallow a level, only to return to the topic the next year when it is too late to build upon. Math requires a more disciplined, thorough coverage of a topic until it is well understood, and thus wouldn't require repeat coverage the next academic year.
5 Fewer topics in greater depth each year, rather than touching on many with the assurance that they'll spiral back to them at a later date.
4 Here's what I've seen from my limited perspective. I think there is probably a drive somewhere to avoid repetition so that they don't get bored. But the problem is that it goes too slowly and my child has felt that they have "already covered" a topic. Like long division gets touched on just enough each year to convince the kids that they just don't get it because they didn't get it last year when it was covered. One topic is just brushed against one year, then it disappears too quickly -- i.e., long division, fractions and multiplication. They are never given a chance for mastery. I also think they could all do harder work. My child spends about 1 minute on the homework. They need pushed more, let it be harder. Keep with long division for a long time. Now we're back to counting money -- come on! I think a phrase I heard was a mile wide and an inch deep!
7 Touching on topics and "spiraling" has simply meant doing the same thing from one year to the next.
4 My kid was learning fractions in 1st grade for a few weeks. Most kids didn't get a clue (they didn't even understand addition). It's definitely a waste of time. Now, in 4th grade, they are still learning simple multiplication and measurement. Most kids don't have problem with that, because they learned it over and over. It's again a waste of time. Whoever gives the outline of math instruction (curriculum) needs to be better trained and needs to think in a logical way.
3 There also seems to be a lack of consistency in the math program. Sporadically, the weekly assignments have varied from adding and subtracting two-digit numbers to calculating perimeter and area of a rectangle to solving multi-stage pre-algebra problems. It seems that although the students have a brief exposure to some of the more complex concepts, there is no follow-through and weeks pass before follow-up occurs.
K Curriculum should not be spiraled.
3 Q11: Yes. But I think they shouldn't skip around so much -- stick to one thing and master it.
Master one thing and move onto next (i.e., multiplication tables)
6 It seems that students jump from one topic to the next, sometimes without adequate time to fully absorb the material
4 Less jumping around from objective to objective.
3 Less jumping around on different topics
3 Children need more practice in each topic. They need to spend more time on each topic rather than moving on quickly to next.
4 More in-depth work on fewer topics so children can develop strategies & reasoning skills, rather than practice working on problems/exercises. Look to Singapore Math model.
4 I feel that the spectrum taught at each grade should be narrowed and taught more in-depth. Some concept areas should be introduced later when the age-level can understand more than a cursory introduction.
2 Learning one concept completely and thoroughly before moving on to the next
4 More in-depth, less spiraling curriculum, less different units in one year.
2 The curriculum is very crowded . . . as the saying goes, Jack of all trades, Master of none.
4 Instruction not consistent. The curriculum skips around too much before concepts are understood. They go from fractions to multiplication to money, etc. without some children fully understanding the concepts which hurts them [illegible].
4 The teacher needs to explain math concepts more detail. Longer math hour and more math homework, especially extra homework for students who are weak in math. In addition, the students jump around to different math topics so much before mastering one. For example, they would have geometry for 1 week and a half, not sure if they fully understand geometry. Then they go to the next topic with fractions and/or average. The math topic sections should be longer so that students have a chance to fully understand and remember the concepts. My daughter learnt average so quickly that now when you ask her, she only remember it vaguely and do not know how to do average computations. Some topics in Math I believe is a bit too difficult especially if students have not yet master the basic concept. The example of 4th grade math curriculum, 4th graders learn for 2 days, probability together with average. It was quite difficult to explain to my daughter, apparently she didn't understand in school as well. My suggestions, stick with average teaching longer, forget probability, she's going to forget it anyway.
4 Better communication with parents about curriculum. Skip all around from one area to another. Hard to reinforce what teacher is doing. Should have separate math conference.
4 A more global approach, tie things together (i.e., decimals with fractions with division). Do not make each such a chapter study. More repetition/review.
2 I have a concern that math mechanics (i.e. the stepwise procedures one goes through in addition, subtraction, multiplication, division) are being taught well, but my son has a difficult time performing the processes in his head. He still needs pencil and paper to perform the operations.
5 Streamlining and coordination of curriculum
5 Focus within the curriculum. Clear direction. Drilling on basics.
3 A clear, well defined curriculum.
Covering topics completed in a systematic manner.
Topics covered should be reviewed during the school term.
4 Continuous learning in each area of math is very important in improvement of it
3 Do not revisit material from earlier grades
6 Going back and reviewing material that was not understood by a student. Teachers have to progress at a certain rate and do not have time to ensure that the student understands the material. The foundation must be in place in order to understand the next levels taught.
4 I think the math curriculum should be modified in terms of how much a teacher must accomplish in a given period. They are required to teach so many concepts in a short period of time; it doesn't allow for students to fully understand new concepts before moving on to other new concepts. I have a gifted son who is in an advanced math group, but this semester he is having problems with fractions. His teacher does not slow down or have the time to help him so every night I teach him math concepts he has missed in his fast-paced math class. I don't mind helping him, I am a stay-at-home mom, but what about the households where both parents work?
I sometimes think that this county pushes all its students well beyond normal limits to improve its standing with standardized test grades, etc. who benefits here, the students or the school system?
2 Standardize the content & difficulty of work by grade level. It is too repetitive for the teachers to review concepts and practical work because the teachers the previous year covered different topics by class and different levels of difficulty
3 Q7: Less varied, more focused
4 Taught in a confusing manner. Progression not taught in a logical way. Limiting to child.
6 At the elementary school level, more repetition of concepts is needed. Teachers don't stay on one topic long enough.
5 I think the curriculum should be revised so children master skills before they jump to a totally different skill. For example, master fractions before you go to decimals. Also basic facts need to be stressed and [illegible] higher level thinking skills, which in many cases [illegible]
3 Each unit should be tied together and the sequence should be more logical
3 That math is not taught in units -- i.e. addition subtraction, multiplication, etc. All areas are related to each other and can be taught at the same time.
7 Don't make teachers have to teach so much new information that they can't spend quality time on given units
2 Clarify objectives of math curriculum. The curriculum seems to jump around a lot. So far this year, my son has done both addition and subtraction with regrouping, time telling, measuring using the metric system, & fractions.
3 More consistent progression of skills.
3 Consistent, progressive program. Not rushed.
3 Sequence of math activities taught within grade level to be consistent
10 More consistent flow of instruction from K through 12th grade
5 Q12: No information. ****especially as it relates to middle school preparation and onto high school
Q14: With the new math curriculum in the middle schools (i.e., the progression toward everyone taking Algebra) there is no connection (at [ ] anyway) between what the elem schools should be teaching to prepare students for say "Math B" in middle school, and no preparation in middle school for what requirements students need to meet for math in high school. The middle schools are changing their math courses without considering or advising and especially without informing middle school students and parents about how these changes can best be utilized. [ ] has a teacher in charge of the math dept who does not know (when asked recently) the middle school curriculum. The correct on-grade-level progression through 6th, 7th, 8th grades. The parents do not know whether a student should be in Math A, B, or C, or IM7 because we have never been shown what grades are necessary (or ISMs passed, etc.) for placement in a specific math group. Parents are told to trust their child's elem school math teacher to place them in the correct class. I do trust my child's teacher but I also consider it my right to see how these decisions are made. Tell us what the requirements are! Somebody please tell Dr. Weast that [ ] has a current 6th grade population that is floundering in the new math groups, and we are afraid that the next 2-3 years will provide more uncertainty and missed chances and opportunities for children while the bugs are worked out of the new curriculum.
5 The instruction should follow the fifth grade curriculum, and not be given material covered in 7th and 8th grade without them having a solid base in the 5th grade curriculum. We think that, at least in fifth grade, a lot of the material covered (algebra) is 7th and 8th grade material. On the other hand, they do not have a thorough understanding of the more basic 5th grade material (decimals, fractions). We are concerned that doing this will leave gaps in the kids math knowledge that will bring them problems later. We should make sure they thoroughly know the basics before we push them to more advanced material.
Emphasize reasoning and problem-solving:
5 I'm not sure my child actually understands what she's doing. Just doing it by rote.
2 Basic skills & problem solving
5 Improved computational and problem solving skills
2 Instruction that gives insight into math. My child does not appear to be getting the "basics" down so that he can advance.
3 More application and problem solving are needed. Knowing basic math facts should be second nature.
10 Reasoning & mastery
4 Better instruction in problem solving. More clear help
3 Problem solving/intuitive reasoning
4 Increased emphasis on critical thinking and word problems
4 Problem solving techniques
4 Problem-solving area
1 Problem solving -- within the class allowing students to participate at the chalkboard
6 Repeated problem solving
Group problem solving skills
6 Need more help in problem solving, i.e. word problems. Teacher needs to go over how it is solved
6 More directed toward concrete problem-solving and other math skills. Less "touchy feely."
7 Increase higher-order thinking skills (NOT MSPAP) in elementary schools
2 Allow different methods of learning and arriving at answer using different methods.
4 It is important that grade appropriate word problems continue to be a part of the curriculum at every grade level.
3 Thinking skill -- problem solving
1 Need more pure math problems, not just simple word problems. Also need teachers who appreciate advanced math concepts who can stretch children's minds.
5 More word problem solving
4 Problem solving, estimation and rounding, time & money. My child had extreme difficulty learning these concepts.
5 Don't just teach math "tricks" -- make sure children understand the theory or reasoning behind the mechanics of math
5 Math problem solving process. Consistency in approach from year to year.
4 Increased emphasis on mechanics of problem solving and why mechanics work
4 More logic/word problems using numbers. My daughter is much more challenged by these.
1 More math problems that will allow for improvement in logic & analytics (& also help with reading comprehension)
2 More teachers. Better material (teaching material). Our child and many other children have the potential for brilliance, but without the resources their young minds learn to remain set at lower standards. Children must be taught critical thinking and problem solving at this very early age otherwise they'll never be able to process information effectively. What a disservice are we doing to our children!
1 Fewer drills, more thinking exercises
9 More practice or exercises based on logical interpretation of mathematics
4 Continuous focus on math problem-solving
4 More problem solving activities
7 Better training on how to clearly write down mathematical arguments
5 And she need to improved in math is problem solving!
11 In non-honors courses, more instruction in the "why" as compared to "what"
5 Solving the problems
9 Make sure the kids know how to take notes on the definitions and examples of solving problems
6 3) My concern is not with the difficulty in level of math instruction or of the homework -- my concern is with how the instruction is provided.
4) My daughter is in a magnet program. I had been keen to have her in a magnet program so that she could be exposed to a higher level of math, taught in an interesting way, so she would be able to develop her already existing skills. My experience has been that the only difference between non-magnet and magnet is that the curriculum is more advanced -- it is taught in the same boring and dull way, killing a child's interest rather than fostering the child to think like a mathematician would.
5) Her instruction on angles (to give an example) began with a 1 page handout providing 25 definitions of kinds of angles, followed by a set of further definitions, demonstrated problem solutions and practice exercises -- my daughter find angles boring and I do not blame her.
6) Please get teachers trained to understand that the purpose of math teaching is to help students think in an abstract way, to guide their discovery of central concepts, to think rigorously and creatively about understanding proofs, learn to solve problems, it is not to learn definitions and copy approaches learnt in practice problems. Please, it is important!