A slightly different version of this post (pertaining to college basketball) was originally blogged at IonPsych on 3/29/2011. I’ve decided to re-post it from the archives today with some tweaks in honor of the Olympic Games. You can see the original post here.
Let’s start off this post with an exercise in imagination.
Imagine that we happen to be big fans of the same team.
First, imagine that our country’s team is the underdog in a major sports competition – say, the Olympic Games. People didn’t really expect that we’d win anything. Yet we manage to snag gold, and we’ve never been prouder of our country or our athletes.
Now imagine a different scenario: Our country’s team actually placed first in the qualifying rounds, and they’re heavily favored to win gold. Experts said that the road to victory was basically paved for them. But in a jaw-dropping upset, they made several key mistakes and failed to earn any place at all on the medal podium.
What jumps out at you about those two scenarios?
One tells the story of underdog triumph, and the other talks of stunning defeat.
But there’s something you may not have noticed that signals just as much of a difference in the tales —
The pronouns.
Algebra Is Necessary, But What About How It’s Taught?
In a recent New York Times op-ed, Andrew Hacker suggested that the typical math curriculum might not really be a necessary aspect of modern education — at least, not in the form that it currently takes. Hacker suggests that the textbook formulas found in algebra, geometry, and trigonometry classes are rarely used in “real life,” and the high level of difficulty that many students have with these subjects might unnecessarily inflate dropout rates and cause a handful of other negative educational outcomes. As Hacker suggests, it might be beneficial to focus on the history and philosophy of mathematics or emphasize “real life” applications of various mathematical fields, rather than zeroing in on the nitty-gritty formulas and minutiae of the math itself. After all, as he acknowledges, one of the most important reasons to learn math is not the math itself – it is the importance of learning how to engage in deductive reasoning, problem solving, and critical analysis.
However, as fellow science blogger Joanne Manaster noted in a comment about the article, “I’d argue that perhaps this is not so much about if math is needed, but how it is taught…geometry really helps with logic and thinking skills and algebra with general problem solving, so I don’t think it should go by the wayside altogether.”
I happen to agree enthusiastically with Manaster, and I’d like to hope that Hacker was intending for this larger pedagogical issue to be the main takeaway point for his article. I think it would be a mistake to conclude from this piece that we should simply remove algebra (or any math) from the typical school curriculum, or even that we should replace specific algebra, trigonometry, or geometry classes with broader “quantitative literacy” courses, as Hacker suggests we should consider at one point. Rather, much as blogger and author Jennifer Ouellette did with calculus in her book The Calculus Diaries, I think the answer lies in finding ways to take this idea of “real world applications” and using them to help instructors continue teaching the typical lessons of the algebra, trigonometry, or geometry classrooms in a more effective manner, not using them to replace those lessons.1 Luckily, social psychology offers some theories that can help us understand how students might better learn and understand otherwise-esoteric knowledge.
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Posted in Academia, Educational Psychology, News/Current Events, Social Psychology, The Internet
Tagged Commentary, Education, New York Times, Norton, Social Self