Math has been a fixture of education ever since people could educate themselves. However, recently, many question how to make the mathematics we teach more relevant to the students of the upcoming generations. The math we once thought as important (maximizing area of farm beds, finding the best phone plan, etc...), no longer seem relevant to younger students. This in no fault of the teachers, it is just the exponential speed of technology has drastically changed how society functions on a day-to-day basis, as well as the expectation of how people function in the real world. Currently, we see an emphasis placed on data and data collection. Yet, most curriculum is not geared towards this burgeoning field of mathematics. We are still stuck, in a sense, in a pre 21st century mode of mathematics, and students are suffering for it.
Changing the Landscape
Consider the sequence of math at the secondary level. Students start with Algebra I, then in most cases take Geometry then Algebra II. After this, many students either end their mathematical journey or go into more computationally based courses like Pre-Calculus or Calculus. It is not to say that Algebra I, Geometry or Algebra II are bad classes, yet the material taught does not prepare them for the expectations seen in reality. In a data driven world, students should be exposed to courses that engage that sensibility of thinking. So, we should analyze these classes, specifically, and see how we can retool them to better address the needs of the next generation of students.
Algebra I
Algebra I is essentially a student's first introduction to functions. Yet, in most cases, students do not understand what functions are and how they apply to everyday life. Yes, a student can tell you that a relation is not a function because it fails the vertical line test but will not be able to construct a function based on relationship trends in Smart Phone sales as Smart Phone prices increase or decrease and then give a graphical model based on the data to interpret the trend. For many years, we have "been solving for x" but have never really asked "y." There has been a push in recent years to see regression analysis implemented in the curriculum but as long as it is not a real emphasis in state testing, it will be blip in the course that students will soon forget.
Geometry
Geometry has been a respected subject since the time of the philosophical Greeks, starting with Euclid's Elements. Many world leaders have cited the importance of learning geometry, specifically proofs, as a means of keeping one's intellect sharp. It has even been suggested that Abraham Lincoln would keep a copy of the Elements by his bed side so that he could keep his argumentative skills sharp. Now, with this being said, I do not feel Geometry is the best way to communicate the language of proofs to a modern audience. Since Abraham Lincoln, the language of mathematics has changed. Thanks to Cantor, we have set theory and with that a new way to do proofs using Algebra. While Geometry is important to learn, especially in Calculus, it is very jarring to introduce proofs in this course. Proofs are important, but it would make more sense to start introducing the idea in Algebra I or even Pre-Algebra. It may be good to reconsider where Geometry fits in a modern landscape, as there are many other math fields a student could be learning which will aid them in life more.
A Different Sequence
Sometimes as educators we lose sight of what the goal of education is; to prepare the next generation for the world they will live in and work in. In reality, the math we teach is not very applicable to a contemporary audience. This all starts with Algebra I. I propose we re-work (not abolish) the current sequence to better meet the needs of a technological generation. We could still have Algebra I as a starter for higher math, however, we start introducing concepts of logic in this course. Then, with a firm understanding of functions we move to practical problems using real data sets. After Algebra I, instead of Geometry we should teach students Statistics. People are bombarded with endless polls and data charts with no understanding of how they are generated or what they mean. In a modern world, Statistics seems to be becoming more relevant to a functioning person every day. In addition to this, we also do not lose a whole year of what we just learned in Algebra I but are instead applying that knowledge to real world scenarios. As for Geometry, there are many students finding success in middle school with this subject.
Conclusion
While it may not be obvious what path we should take going forward, we cannot deny the fact that students, in general, do not feel motivated to do math. An aspect of this is likely due to math being outdated in a modern sense. The past is something not to look down on, but we cannot be afraid to move forward in a different direction.
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