Vol. 38, No. 18

11-19-2008
By:

Ask the Expert, 11/20/08

Why does the United States continue to lag even underdeveloped countries in building math comprehension in students?
There are actually many reasons for United States children’s mathematics achievement scores to fall below that of a number of countries. One major reason is that of varying cultures. In Japan, for example, their culture places education as a high priority in life and teachers are highly regarded in society. Teachers there do not grade papers, they teach fewer hours and have more planning time. Japan has more than 240 school days per year as opposed to our 180 days. They also have evening school and Saturday school.

Another reason is that there are some countries that do not test all of their students. In our country, we test everyone, including our special education students. Other countries test their students early in their school life to determine who will continue regular schooling and who will be sent off to skill training, thus only testing the top students.

When studying mathematics achievement within the United States, there are many reasons our students are not achieving as preferred. Although mathematics education researchers have developed learning theories and research-based instructional strategies that are found to be successful for children who struggle learning math, most teachers are not using these methods. There are basically two paradigms of thought regarding the teaching and learning of mathematics: One is mostly behaviorist, using direct instruction and practice of basic skills, and the other is mostly constructivist, where students are taught to use their own thinking and learn mathematics through inquiry. While these belief wars continue, students are being exposed to mathematics typically in ways that are not matched to how they can learn. In our country, there is a huge shortage of mathematics teachers. Some states have shortages as high as 50,000 in one year.
 
What is the danger if the US doesn’t close that gap?
I’m not as concerned about closing the gaps between countries because of the many cultural differences over which we have no control. I’m more concerned about the differences within our country between those who are successful and those who are not.

Currently, the worst achievement gaps here fall between different racial groups and between various socio-economic groups. What mathematics education research shows is that it doesn’t have to be this way. With our changing demographics, the danger we are in cannot be calculated. This is where the danger lies, right here, not across the oceans. If we do not solve our own problems in education, then we will match the current economic debacle with one in education.
 
What sorts of scale (federal, state, local, etc.) will it take for the US to close the math gap and how long will it take?
Unfortunately, there is no quick fix. Major educational change is an extremely slow process. The mathematics education research community has been working very hard over the last hundred years to develop ideas that have withstood the test of time. The problem is with implementation. The scale of work will indeed have to be at all levels, federal, state and local, but may actually happen one school or even one child at a time. The good news is that we do have some ideas that seem fruitful. The bad news is that it will take a huge amount of time to have research-based and reform-based strategies implemented correctly.

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