Program Review
Transcript: Mathematics 8: Making Connections is designed to meet the curriculum expectations of the Ontario Curriculum (conveniently also revised in 2005). The different strands of the curriculum are present and illustrated throughout the textbook. Textbooks seem to have garnered a somewhat bad reputation over the years. "Teaching from the textbook" has even become a derogatory term most teachers try to avoid. While some of that stems from real concerns, including weaknesses I have outlined here, I believe that textbooks are still incredibly useful and potentially powerful tools for teachers and students alike. Mathematics 8: Making Connections has actually impressed me by its planning, attention to the Ontario curriculum and effort to provide multiple modes of learning within one source. First, three areas that need to be improveded upon: 1. Word Problems The Ministry Document "What Works? Research Into Practice: Word Problems" June 2011 highlights issues students have with poorly worded, unrealistic or culturally/economically/socially inappropriate word problems. Mathematics 8 does little to address these issues as the word problems use generic situations with little interest and complex wording. 2. Rigid Learning Style Although it does include more than one method to solve a problem, the general learning style follows the transmission model and centers around information being given, and then the student using those skills. As the Learning Mathematics vs Following the 'Rules' research monograph shows, students need the chance to develop their own systems and challenge their mathematical validity. This increases critical thinking, connections between strands and comprehension. Learning to apply a set of skills within a set situation is not promoting deep understanding. If we look at the direction of Math Education in Ontario, we can see that 4 very crucial expectations are already being met by Mathematics 8: “Today’s mathematics curriculum must prepare students for their future roles in society. It must equip them with an understanding of important mathematical ideas; essential mathematical knowledge and skills; skills of reasoning, problem solving, and communication; and, most importantly, the ability and the incentive to continue learning on their own.” (The Ontario Curriculum, Grades 11 and 12, Mathematics, p.4) (while this is from the high school curriculum, I believe those same expectations hold true, and need to be developed at the grade 8 level) The last two elements, "[...]communication; and, most importantly, the ability and the incentive to continue learning on their own.” need to be addressed not by any textbook or workbook, but rather the teacher using those tools. Therein lies the crux of our obligations as teachers, to communicate effectively with students, provide them with the tools to communicate their own understanding or lack thereof, allow feedback and discussion, and to foster their desire to learn. No textbook, no matter how well written or how thorough, will ever accomplish that. -mistakes in early lessons could carry over to later lessons, causing further problems -getting sample problems correct might not be a true indication of learning or understanding - a lot of information that students might not be 'excited' for -What student would be inspired to practice math by Irene's flowers? :s Review: Key words are reviewed and questions are provided for the students to solve from each of the lessons within the Chapter. Practice Test: Three kinds of questions: Multiple Choice, Short Answer and Extended Responses are presented, challenging students to demonstrate mastery of the skills and concepts from the Chapter. Additional Tasks also appear in the textbook, allowing for skills and concepts from multiple Chapters to be used together, often linked to the main Math Strands. +keeping goals and key concepts in focus Printed and bound in Canada, 2005 - only even number questions are shown in answers section, means students could not understand their mistakes on all questions Structure: -Cannot show progressions, images can be confusing - not in depth lesson, just brief overview, very little instruction Weaknesses + states expectations and where students will be at the end of the Chapter Strengths and Weaknesses This is another key area of focus in the ontario curriculum which needs to be applied to each strand and big idea (p. 11-14). Mathematics 8 does this by offering several approaches to initial questions, modeling each, and allowing students to see how they can be solved in different ways. -probably not how students really think or reflect Problem Solving Models Chapter 3 Overview McGraw-Hill Ryerson In short, I believe that Mathematics 8, with its roots and approach firmly based on Ontario Curriculum expectations and guidelines, provides clear ties to the needs of many students. +highlighted portions keep main ideas in focus Each subsection is designed as a three part math lesson, based around
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