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Re: Praxis ii middle school math
Posted by Rich/CA/Math on 4/20/08

    I completely agree with Pragmatic. We aren't talking about
    advanced math here, this is pretty basic stuff. And sadly I
    have seen the result of 7th grade teachers teaching math
    without the requisite deeper understanding that Pragmatic
    speaks of. And often they don't even realize their
    inadequacies, so the fact that someone who is teaching math
    might say that the Middle School test isn't easy is not very
    convincing. If they think this test isn't easy then they
    probably shouldn't be teaching math either.

    I don't mean to be harsh, but let's face it. What counts is
    what is best for kids. While those who disclaim the
    importance of the kind of deep understanding of math that
    would make the passing of the Middle School Math Praxis a mere
    formality, are looking at what is best for them getting a
    job. It isn't the same thing. And I am not questioning
    anyone's sincerity, but I am questioning their perspective.

    And BTW, if you cannot get correct answers to math problems
    you don't know the math. The whole "bad test-taker" theory is
    a myth, IMO. You can either get the right answers or you
    can't. I'm convinced that the whole "bad test taker" thing
    came from students getting good grades in math based on nice
    notes, meaningless projects, and compliant attitudes, but then
    doing poorly on tests because all that stuff doesn't mean they
    learned any math.

    Math is solving problems. So-called "alternative assessment"
    schemes that do not involve students getting correct answers
    to problems are a sham, IMO. And if you can get the correct
    answer then it doesn't matter whether you have to write it
    down or you have to pick it out of 5 choices.

    On 4/20/08, Pragmatic wrote:
    > I disagree with you, LJ.
    >
    > If you're coming across new material in middle school, then
    > it's unlikely that you really have the necessary deep
    > understanding of the material required to give students
    > insight instead of just the ability to memorize formulas.
    >
    > Teaching Language Arts is different from teaching math. Math
    > is a ladder for many many concepts. If you aren't careful
    > with the order of mastery, then you sow confusion instead of
    > understanding. If you can't do anything but follow the book,
    > then you should be replaced by a television. If you can't
    > provide relevant additional insight when facing certain
    > concepts, then what makes you a good math teacher?
    >
    > As a person who has mastered the material, I can still have
    > sympathy and understanding for what students struggle with,
    > why they struggle with it, and how to help them overcome that
    > confusion.
    >
    > If you didn't learn mastery of math in school, it's highly
    > unlikely that you ever will. All the professional
    development
    > in the world will not provide you with content knowledge, the
    > content knowledge that you MUST HAVE in order to teach it.
    >
    > I don't mean to be attacking you personally, so please don't
    > take it as such. I feel very strongly that a mastery of the
    > subject is required to teach it.
    >
    > On 4/20/08, LJ wrote:
    >> 1) I was ALWAYS a good math student in school but have not
    >> had a math course in many years, and, even after taking
    >> the two courses mentioned above, there are still items in
    >> the practice material that I did not know;
    >
    > What does it mean that you were a good math student? If you
    > forget concepts once the exam has passed, then how much did
    > you learn? I'm not saying that you didn't learn to be good
    at
    > the game of school, but it seems like you've missed the point
    > of math.
    >
    >> 2) I am not a
    >> good memorizer and have to really work at formulas and
    >> such; just because I cannot do "mental math" easily does
    >> not mean that I do not understand math;
    >
    > There's lots that I've forgotten, but since I reached
    mastery,
    > picking up stuff that I haven't seen in 20 years takes no
    time
    > at all, and most of it I can re-derive.
    >
    >> 4)my experiences over many years as both a
    >> student and a teacher have shown me that many people who
    >> are REALLY good at something do not make good teachers;
    >
    > Simply being good at the subject doesn't guarantee the
    ability
    > to teach. However, being bad at the subject does strongly
    > correlate with an inability to explain it.
    >
    >> they don't understand the difficulties some people have
    >> learning certain materials. So, if you are not the most
    >> natural math whiz, it doesn't mean you won't be a good
    >> teacher.
    >
    >> Teaching ANY subject has more to do with being
    >> flexible, caring, and motivated to learn the material, to
    >> try something different when things aren't working for a
    >> student, and to keep the students interested;
    >
    > If you're so motivated to learn the material, then why
    haven't
    > you done so yet? You've spent 16 years in school, and the
    > subject that you're "motivated to learn" hasn't sunk in yet?
    > When will it?
    >
    >> 5) some
    >> people are not good test takers (I am one). As many
    >> educators can tell you, passing a test does not determine
    >> whether or not you will be a good teacher or even that you
    >> are great at that subject
    >
    > There are bad exams that don't test knowledge of a subject;
    > They can be 'passed' with just good test-taking skills, some
    > common sense, and a good calculator. The PRAXIS isn't one of
    > them. You need to have a broad and deep understanding of the
    > subject matter to be able to pass it. There aren't easy
    > shortcuts, just as there aren't easy shortcuts to genuine
    > understanding of any subject.
    >
    > Have a great Sunday, but please go teach something other than
    > math.
    >
    > Pragmatic
    >


 
 
 
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