RESULTS OF TEACHER SURVEY INTEGRATED MATH 6/06

Connected Math and Integrated Math are referred to as IM on these results

Comments were repeated by many teachers. Below is a tally of teacher comments and how many teachers made the same comments.

COMBINED H.S. Science, M.S. Science, M.S. Math - Total: 32 Surveys (one blank)
(High School Math not included because I did not have the surveys)

IM Weaknesses:

Basic Math Missing (some or much), students retain little: 31
Too much calculator use: 14
Too much emphasis on problem solving, not on skill development, drill & practice: 12
Confusion between math and science connection/crossover between departments: 4
IM Math worse: 4
Present curriculum not good for PSSA (many gaps): 3
Poor work ethics: 2
IM Math repeated too much and not challenging (too much overlap): 7
Too much supplementing to challenge students or lose continuity: 4
Not enough Spiraling: 2
Difficult to build on new skills and concepts/Little new curriculum introduced: 2
Same deficits as previous math: 3 said yes, 4 said no, 5 said n/a
No accelerated IM math 6th grade: 1
Reading strugglers have trouble with problems: 2
Too much emphasis on problem solving: 2
Too little problem solving and basic facts: 1
Too many books: 2
Some conclusions that are too advanced for students to get: 1
IM not challenging enough: 1
Parents can't help: 3
Colleges known to not allow calculators in math class, especially for tests/quizzes:
Penn State, University of Pittsburgh, University of Maryland, Lafayette, Cornell, Millersville

Strengths Of Traditional Math:

Good skill reinforcement, practice, repetition: 8
Links to other curriculum: 1

Weaknesses Of Traditional:

Not enough real-life application: 3
New programs taken too much skill and drill and Less investigative into consideration: 1
Weak problem solving: 3
Boring, repetitive: 3

Strengths Of IM:

makes them think more 1
hands on, investigative, manipulative 4
Connected math (specifically) - good for Accelerated or above-average classes 3
Cooperative Learning 2
Critical thinking, Possibility learning 1
Real-life discovery 7

Overwhelming agreement of TEACHER SUGGESTIONS:

Use more traditional approach (and one textbook) - traditional math with some supplements of connected math. Use supplemented Connected Math to make connections to real-life.

Note: Before adopting CMT, many were revising curriculums and teaching to a combination of approaches. Many teachers thought students got enough problem solving.

Teacher Comments:

• All teachers said that the students need reinforcement in math and they don't retain the math.
• One teacher said that every year, 90% of their 9th graders are unable to do basic fractions, decimals, and powers.
• Majority of teachers said that their students don't know the times tables or how to do long division, and cannot do single digit addition or 2-digit minus single digit subtraction or addition without using their fingers.
• One teacher here for 29 yrs. said the above has been true for the past 6 years not before that.
• Teachers agreed students don't know the metric system, simple addition, multiplication and division. They rely too heavily on calculators.

Teacher Quotes:

• "Students don't know the significance of a graph or what slope of a line mean."
• "Increasingly large number of students have poor work ethic. As that declines, so does their ability. To make sure students get it, it leads to a situation where we make learning easier and easier so students "get it". The consequence is that we are, in effect, doing their thinking for them…."
• "A disturbingly large number of my students can't follow simple directions, and want immediate assurance before they make even the easiest of academic conclusions. Instead of life-long learners, we are enabling life-long mental cripples. Test scores tell us our students are deficient in critical thinking areas."
• "Do not handicap your children by making their lives easy."
• "Increase our expectations - as we expect better quality and more self-directed inquiry, learning will increase."