I blame the teachers. Not all of them, just two major categories.
Category #1 ``Math Illiterate Teachers'' : These teachers don't actually know any real math. They memorize a lesson out of the texbook and present it to the class. The problem is that it convinces students that math is magic: it works, but don't ask why.
Category #2 ``Underestimaters'' : These teachers are competent in their subject, but have given up on the majority of their class. These students are already convinced that math is magic and attempts to teach math in any way but rote memorization result in loosing them. Thus they give endless `examples' and `special cases' and `flowcharts' in hope that these students can memorize enough to pass the finals and go on to be art students.
I've talked to both categories of teachers. #1 is generally aware that they know nothing, but feels it is unimportant (one told me that other teachers down the road would be able to explain things so she just had to get them to do things). #2 generally feels that this is the only way possible: some students just can't grasp math.
Another part of the problem is textbooks. IMHO, they over-complicate topics by giving to much explanation. Brief answers are easier for students to grasp and make the textbook more approachable. You can break concepts into smaller concepts and give secondary more detailed explanations where necessary instead. I'm working on writing a open source math textbook on this approach (sorry for self promotion): http://christopherolah.files.wordpress.com/2009/01/math1.pdf . Feedback and help are appreciated.
This teacher is more interested in off topic discussions and spinning yarns than teaching or discussing the topic. Results being he (or she) does not spend enough time actually teaching and engaging the students.
Might not be so bad on fluff topics, but can be damaging when this is your 7th grade algebra teacher.
Category #1 ``Math Illiterate Teachers'' : These teachers don't actually know any real math. They memorize a lesson out of the texbook and present it to the class. The problem is that it convinces students that math is magic: it works, but don't ask why.
Category #2 ``Underestimaters'' : These teachers are competent in their subject, but have given up on the majority of their class. These students are already convinced that math is magic and attempts to teach math in any way but rote memorization result in loosing them. Thus they give endless `examples' and `special cases' and `flowcharts' in hope that these students can memorize enough to pass the finals and go on to be art students.
I've talked to both categories of teachers. #1 is generally aware that they know nothing, but feels it is unimportant (one told me that other teachers down the road would be able to explain things so she just had to get them to do things). #2 generally feels that this is the only way possible: some students just can't grasp math.
Another part of the problem is textbooks. IMHO, they over-complicate topics by giving to much explanation. Brief answers are easier for students to grasp and make the textbook more approachable. You can break concepts into smaller concepts and give secondary more detailed explanations where necessary instead. I'm working on writing a open source math textbook on this approach (sorry for self promotion): http://christopherolah.files.wordpress.com/2009/01/math1.pdf . Feedback and help are appreciated.