Reflection on algebra and the intermediate grades

MIAA 350

3-21-14
Caroline Butler

It has been over 20 years since Ive done algebra. It is such a relief
to know that most of those concepts are still in my brain all these years
later! I loved doing the practice problems taken from the 4
th
-6
th
graders
in Singapore. I also loved how the intermediate teachers in the room
grumbled about whether their students could do this math.
I do not believe that the inability of our students to do these
problems is necessarily the fault of the teachers or students alone. I
believe it is a symptom of a more systemic problem in American
education. The teachers in Singapore may only be responsible for
teaching one subject. The teachers may have aides or co-teachers that
share the responsibility of meeting every childs needs. The educational
systems in many other countries incorporate the ideas of multiple
teachers, smaller classes, keeping students for more than one year,
ability grouping rather than age grouping to form classes, teaching
fewer subjects, having paid office hours and preparation time, not
admitting all children to school, etc. All of these options can change the
dynamic of what the teacher and student responsibilities are for a given
subject or task. The students and teachers in Singapore seem to be
working in an educational system that is highly invested in creating
successful thinkers and problem solvers for their nations future. I
believe that not only do American teachers have more students, whose
needs and abilities are of a vastly wider range, but they are often
working without adequate resources of time, collaboration and
preparation. Just as our students have been learning a mile wide and
an inch deep, the teachers resources have been spread in the same
proportion. The results are the same, the students know a little about a
little, and the teachers feel they can do little in any subject with the little
they have. Its quite a juxtaposition for the richest nation in the world.
Do I think our 4
th
-6
th
grade students are capable of understanding
and solving algebra problems like their peers in Singapore? Of course! I
am hopeful that the Common Core standards will give teachers more
flexibility to differentiate tasks and connect those tasks to other topics
that will help to deepen the students understanding. Im also hopeful
that changes in curriculum materials that come along with the changes
in standards will support more learning through exploration and
experimentation. The curriculum materials we get in the primary
grades come with manipulatives and other tools that are important for
students to use and learn with. Hopefully the curriculum materials for
intermediate and upper grade students will include place-value cubes,
algebra tiles, and other appropriate manipulatives for their content.
Our students can do it, but not without many changes.