We have a new math curriculum (see previous post re: thumb tacks). It has been a huge adjustment for both the students and the teachers. We are trying. We are persevering. We are not being too successful.
One of the limitations to the program is that it is a whole new language. Granted, the mathematical language we have been using is still relevant, but each curriculum has its own jargon. What may have been called a "word problem" in the previous curriculum is now called a "math story"; an equation is now a 'open number sentence'. This is hard for all of us to get our heads around. I know what the differences are and how you may use the same term for different things, or use a more specific term instead of the more general. It is still confusing.
One of the selling points of this program is the 'on line component'. Each student is given a login and pass code, and they can access the student book, supplemental material and explanations, and play the games (that are an integral part of the program) against the computer. This is all extra support that the curriculum publisher and our district have provided for our students. Teachers can track how often, for how long, and how successfully, students log on and play games.
There is one problem with this on-line component. My students can't access it. Less than 10 of my 30 students have a computer that is fast enough to access and use this website. Some of my students have computers, but they are not new enough or fast enough to handle the website. I have other students who do have internet connections at thier house - dial up. I didn't even know you could DO dial-up any more. And I have some students who don't have a computer at home, or have a computer but they don't have internet access.
And who are the students who don't have access? They are the economically disadvantaged students. They are the underrepresented minority students. They are the students for whom I need to provide the most support. They are the ones who won't be able to access this 'support' from the new math curriculum.
And we are all having a hard time with the new program. Our last test results reflected badly on all of us. Conceptually, I think we are doing okay (and they all really like doing lattice multiplication), and I am not worried that we aren't learning anything. I am just afraid that we are not making progress with students who need the most support, and providing enrichment and support when they cannot access it.
I hate to stand by and watch my achievement gap become the Grand Canyon.
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Floyd Elliot
MJwycha
Kerry Lauerman
Joan Walsh
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Comments
What in the hell is "lattice multiplication"?
And what's wrong with calling an equation an equation?
Geez--whatever happened to those little half-inch wooden cubes that also came in sticks of ten, sheets of 100, and blocks of 1,000 that teachers used to explain math when I was in grade school?
Point 2 -- Public libraries generally have computers for open use. Boys & Girls Clubs often have them for this exact reason. Does your school have a computer room/lab/single machine/anything? You may have to pretend it's 15 years ago when not everyone had a computer at home yet.
Leeandra - lattice multiplication http://www.youtube.com/watch?v=R6uiz8YdA7w - and the easel I need is a double sided white board (if you want to help us out - http://www.donorschoose.org/donors/proposal.html?id=328772 )
Cribbage - my school has a computer lab, with macs running 10.3 - BUT the district eliminated computer prep teachers this year, due to budget cuts. I have one classroom computer, similar to the ones in the lab. The library has computers, which are available for 1/2 hour at a time, and often have hours worth of waiting lists to get on them. Library hours have also been cut due to lack of funding. "You can use the computer at the library" is a whole lot harder in reality than most of us think.
Reminds me of "new math" which they tried when I was in the first grade and scrapped before I reached the third.
and Dayna, "open number sentence" is a kind of equation - it is really setting up for algebraic thinking and looking at equations as more than one thing - I understand the why of it, but we are struggling just getting used to all of this.
And I spent quite a bit of today talking with the other fifth grade teacher at my school, as we were on a field trip and spent the day together. I think we both decided that, on the whole, we like this program and what it has to offer, but the problem is time and access. If we had three hours a day for math and no behavior problems in class, we might just be able to bridge this gap. As it stands, it feels like it is getting harder and harder to provide the needed support.
I didn't know we still had dial-up either. how sad is that?
historicalhomes - yes, 1+1 is still 2!
tomreedtoon...um.... okay?
emma - it is a matter of who will pay for it. The math program itself cost 800K to purchase for the district. This money primarily comes from the state to purchase the curriculum. They are trying to get more to purchase manipulatives to go with the program - 200K, but they don't think the school board will approve it. And there just aren't other funds in the budget to upgrade our computers, nor to give access before and after school to the computers we do have. In fact, state wide, school budgets are facing bigger and bigger cuts. It is less likely that we will have access to technology in the future. And my school is located in a high-technology rich area.
And ForeverMom is on dial-up too, thank you.
~fatRocco and feralRusty