>The RPS “ENews” announces the following: An Elementary Math Evening has been scheduled for Monday, October 27, from 7:30 – 9 p.m., in the third floor Board Room of the Ed Center, 49 Cottage Place. You will work in small groups during this meeting to respond to the following questions:
* What is your passion when it comes to mathematics?
* Reflecting on your own education in mathematics, what would you want that is different or the same for all children today in their mathematics education?
* What do you think all students should know and be able to do in mathematics when they graduate?
* What do you want to see in an elementary mathematics textbook or program?
To put it mildly, these are not the most productive questions especially since the Math Panel pretty much cleared away the smog on this in its 100-plus page report(Is this a memory lapse or are we just going to ignore this eminent panel altogether??). However, if we must go down the Rabbit Hole on a local elevator, then at least lets revisit the questions to illicit less anecdotal and more intellectual responses. Suggestions can include:
* How would you rank key elements of a math textbook in order of importance — equations, practice drills, math concepts, real-world problems, design presentation, sequential focus, any others?
* Should mathematics education be differentiated allowing students to move forward at different speeds?
* What constitutes mathematics competence and should all students be expected to achieve it by grade level?
* Is there an inherent advantage or disadvantage to a math textbook over a math program?
* Should the teaching of math in elementary school be handled only by those teachers who exhibit the education foundation and knowledge toward a math specialty, in a similar manner to how music, art and P.E. are taught? Or, should schools continue to rely on “professional development” for generalist teachers as a means to engender higher elementary math competency? Your thoughts?
