Supporters of a new expert panel on mathematics are confident it will help identify national strategies for improving student learning in that subject鈥攅ven as critics ask whether its members have the classroom teaching experience, and the objectivity, needed to accomplish that mission.
The National Mathematics Advisory Panel, whose 17 voting members President Bush named last week, includes a number of mathematicians and cognitive and developmental psychologists from across the country.
But the advisory group, which was scheduled to meet for the first time May 22 in Washington, has only one member who currently teaches in a K-12 school, a lack of representation that some observers find puzzling, given the panel鈥檚 stated purpose of exploring math teaching and learning from basic math through subjects such as calculus.
| National Mathematics Advisory Panel |
| CHAIRMAN |
|---|
| Larry Faulkner, president, Houston Endowment; president emeritus, University of Texas at Austin. |
| PANELISTS |
| Deborah Ball, dean, school of education and college professor, University of Michigan. |
Others worry that the panelists鈥� backgrounds suggest they will favor a particular approach to teaching math鈥攇enerally speaking, one that stresses the need for drill and practice in basic computation at early grade levels, at the expense of problem solving.
鈥淚t does not represent a balanced view of mathematics,鈥� contended Steven Leinwand, a principal research analyst at the American Institutes for Research, a private research organization in Washington that studies behavior and social-science issues. He believes that teachers should cultivate students鈥� skills in understanding broader math concepts, along with basic skills.
The panel needs a stronger voice from 鈥渢he excellent classroom teachers working with students day in, day out,鈥� Mr. Leinwand added. 鈥淲e instead have experts on teaching mathematics at the college level.鈥�
鈥楥ut Through the Noise鈥�
Similar charges of bias dogged the National Reading Panel, formed in 1997, which Bush administration officials have said is a model for the math group. (鈥淲hite House Suggests Model Used in Reading To Elevate Math Skills,鈥� Feb. 15, 2006.)
The reading panel ended up recommending a strong emphasis on teaching phonics, a classroom strategy using a basic-skills approach that critics say the administration tends to favor in the awarding of billions of dollars in federal reading grants. (鈥淚nspector General to Conduct Broad Audits of Reading First,鈥� Nov. 9, 2005.)
Others, however, say worries about a biased math panel are overblown. Tom Loveless, a senior scholar at the Brookings Institution who was selected for the panel, has written about American students鈥� weaknesses in arithmetic, and he acknowledges that some skeptics are likely to question his objectivity. But Mr. Loveless, a former 6th grade public school teacher, said he favors building a range of student math skills, and he believes other panelists are similarly broad-minded.
鈥淚t鈥檚 very clear that our jobs here are not to go in with any kind of an agenda,鈥� he said. 鈥淚t鈥檚 an opportunity to cut through a lot of the noise surrounding math.鈥�
President Bush established the panel as part of a broader, $380 million proposal aimed at improving student performance in math and science and making the United States more competitive internationally. A second piece of that proposal would have the federal government take a stronger role in promoting instructional strategies in that subject that are backed up by research.
For years, disputes over how to teach math, known as the 鈥渕ath wars,鈥� have pitted those who say students need more grounding in basic skills against those who argue that more attention should be paid to building their problem-solving abilities.
Many educators and researchers who once fought those battles have called for d茅tente. While disagreements remain, they say, educators generally agree that students need a balance between knowing number facts and basic procedures and having a broad understanding of math concepts.
Consensus Emerging
Various factions of math educators have long accused the National Council of Teachers of Mathematics, an influential, 100,000-member organization in Reston, Va., of placing too little emphasis on the basics.
But NCTM President Francis M. 鈥淪kip鈥� Fennell, who was named to the panel, said he is willing to believe the commission could work past disagreements. 鈥淚鈥檓 certainly going into it with an open mind,鈥� he said. 鈥淚 have to be positive.鈥�
One panelist and past critic of the NCTM, Harvard University mathematics professor Wilfried Schmid, reiterated his view that students should be 鈥渃omputationally fluent.鈥� But he also believes that advocates from different camps are working more cooperatively today. He noted that he had joined other scholars and business representatives in identifying skills that individuals on different sides of past 鈥渕ath wars鈥� would regard as crucial鈥攆rom students鈥� understanding of fractions and algorithms to their proper use of calculators and their ability to do problems in real-world contexts. 鈥淲e can see some consensus emerging,鈥� he said.
Several panelists and outside observers said they believe far less research is available on effective K-12 math teaching than in subjects such as reading. A major charge of the panel will be to identify the existing research and where more study is needed.
Vern S. Williams, a math teacher at Longfellow Middle School in the 164,000-student Fairfax County, Va., school system, is the only panelist who is now a K-12 teacher.
On a Web site he set up on math topics, Mr. Williams has criticized the NCTM for promoting what he sees as 鈥渇uzzy鈥� math standards. In an interview, he suggested the panel could encourage schools to require more demanding math lessons of elementary and middle school students. Many educators today, he said, wrongly assume that children cannot handle that work.
鈥淲e鈥檝e been focusing for so long on pedagogy and teaching methods,鈥� Mr. Williams said. 鈥淲e need to focus on what to teach.鈥�
