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This Speakout has not been edited

By Bethann Bierer, Metropolitan State College of Denver

As a parent, child clinician, and educator, I am appalled that HB 131 is being seriously considered in the Colorado State Legislature. The reasoning behind the bill is ludicrous, the rationale is not based on current research, and the premise, that four years of math will improve the success rates of our high school graduates in the “real world”, belies our current understanding of adolescent development and brain growth.

Even assuming that it would be possible to recruit 33% more talented, qualified teachers who would be able to energize and engage all high school seniors in a fourth year of math classes, the notion of one-size-fits-all education is particularly ludicrous with high school students. Our present understanding of adolescent growth and development indicates that there are tremendous brain changes occurring during the high school years. These changes reflect environmental influences, to be sure, but also involve the expression of the genetic “templates” the individual is born with. The tremendous work of adolescence is two-fold: to discover one’s particular pattern of strengths and weaknesses, passions and interests and also to learn how that particular pattern can be integrated into social and interpersonal maturation. Telling all high school students that they must study advanced math in order to be successful, is similar to telling them that they must all do marching band, or sports, or auto shop. Our research indicates that our most successful high school graduates are those who have been able to navigate this process of determining who they are as complex individuals. By the time I have these students in my college classroom, the most successful students are those who have learned enough about themselves to pursue fields that mesh well with their personal learning styles, aptitudes and interests. An additional year of high school math is not going to magically turn students into successful engineers or computer programmers unless that is the area in which they are both adept and interested. I know of no research that indicates that additional math classes lead to better outcomes for our young people.

American high schools need help. Students may lag in math skills, but they also lag in interpersonal, foreign language and cultural literacy skills. They spend fewer hours in school than their international counterparts, and are taught by individuals who are not adequately respected in our society. If our educational system is to be changed, it should be after a thorough examination of the research that has already been done and careful consideration of this complex issue. Simply adding requirements based on a simplistic view of the issue will serve no one well.

Bethann Bierer, Ph.D. Licensed Clinical Psychologist, Private Practice Visiting Assistant Professor, Psychology Department, Metropolitan State College of Denver

READER COMMENTS

In her argument about "genetic templates" the author implies that one is born with or without mathematical ability. As a PhD and clinical psychologist, I would hope that she would acknowledge the critical role that a nurturing enviroment plays in the development of competencies and confidence in math and other areas. Maybe we could ask 8th graders if they thought they were "good at English" (or history, foreign language, whatever) - then we could more efficiently take them out of the classes that challenge them. Mathematical literacy is not a "genetic template" - it is learned and can be taught to ALL learning styles - it just takes a caring teacher and adequate resources. For some (the author?) it doesn't click at first, but takes time, multiple explanations, and a variety of teaching styles. I have had several students late in their HS careers explain how they "weren't good at math" or "hated math" until they had Mr. or Ms. So-and-so. High school (and college) is more that a sampler plate of intellectual appetizers - pick the ones you want, leave the rest. High school is where the mind is conditioned for college and beyond.

In a society that is intellectually outcompeted by other nations, one that is plagued by innumeracy and uninformed decisions (ask an 18-year-old to explain the APR on his credit card, or one of your college graduates about the terms of her student loan), math should not be an elective. Math IS critical thinking, and students are being prepared no to be accountants and actuaries, but citizens and consumers. The importance of their preparation in these roles cannot be understated.

I agree with you Dr. Bierer.

Four years of math is not needed for the vast majority of students.

Todays jobs usually require very little mathematical skills. Even most computer programming jobs require very little math. The key skills needed in the business world are critical thinking and communication. Throw in history to give the student a sagacious perspective on the world. Everything else is just details that can be learned at ones own pace.

Ms. Bierer, so you teach at small college and you have a Ph.D. This does not make you any more of an expert on the subject of math at the high school level. You can attempt to fool us with your psycho-babble, but the bottom line is there are insufficient qualified teachers. Schools boards and administrators are unwilling to admit they don't know how to solve the problem. Yet here comes the State Legislature and poof, they will solve it by adding another year of math....right. Perhaps you and our legislators should do some research by determining the following: How many math teachers are actually proficient in their field? How many are capable of teaching students with diverse learning abilities? How many math teachers make themselves available after school hours? Has the school district determined the math ability of their student's parents?
You see, it is more than just adding another year of math...it is a system problem. Many teachers are incapable of teaching math to students that may not comprehend the material in the manner or speed it is presented. Students are sent home with homework assignments without a qualified source to assist them should they encounter difficulty. I have seen many faculty members literally race the students for the door at the end of the day and I have seen others start marking their calendars for June........in September. Ms.Bierer, I can say from first-hand experience that all students can learn math. Some may take longer than others to grasp the concepts and some may need it presented in a different manner, but they can learn and master it. We have a problem with school boards and administrators that are unwilling to admit their failings. We have a problem with parents that are uninvolved and delude themselves into believing they have a school system with their child's best interest at heart.
You may be a very good Psychology Professor, but you are wrong on this subject, as are our legislators. Another year of math could be appropriate for students who learn at a slower rate, but every student should have the equivalent of four years of high school math.....every student has the ability....the problem is the system of teaching it is broken.

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