About a year ago, in an effort to keep up to date with Educational news, I subscribed for NYTimes weekly education updates.  If I’m to be absolutely honest here, my effort to read these is often abandoned. Still, sometimes as I glance over the articles offered a particular one will catch my eye. The immediate effect is to self educate.  My blog title today is inspired by an opinion piece I read in July, an opinion piece that suggested that Algebra need not be a mandatory subject in today’s high schools.

The author, Andrew Hacker, does make a great argument, and even some statements that I agree with, like the demand placed on students, but I do believe he missed some factors. Hacker suggested that success in other countries wasn’t measured by the algebra they passed, but rather perseverance in striving for what they wanted.

“It’s true that students in Finland, South Korea and Canada score better on mathematics tests. But it’s their perseverance, not their classroom algebra, that fits them for demanding jobs.”

*Quote from Andrew Hacker’s Opinion piece, “Is Algebra Necessary?” posted in the NYTimes July 28, 2012

Yes, their perseverance is what gets them their jobs, and it was their perseverance that got them through algebra. America often teaches the younger generation that if tendencies to failure are shown, the requirements will be adjusted (i.e. test made easier, topics removed, etc.) – we teach a lack of perseverance!

I feel that many people believe that a teacher is meant only to teach their content area, and that is the end of their purpose. “As long as the students pass the test,” “As long as the students know what the formula ax+b represents,” “As long as the students understand what a variable is.”

This should never be the case.

Teaching isn’t only about the giving insight to specified concepts, it is mostly about the welfare of the students, teaching ideals that students need to learn.  A successful teacher will not only have his/her students know the material, but the students should leave with more affective lessons as well.

Mathematics education pushes students to persevere, and when they come out triumphant, they can see the journey was worth the hardships. If taught well, mathematics portrays more than just the conceptual knowledge but also important internal lessons.  Hacker brings up some great points but I feel he misses this truth. Still, to me this article brings to light that there needs to be an increase in teachers who don’t just shove mathematics down throats in rote memorization, or provide lists of concepts to memorize, but rather teachers who teach that students may benefit in the process – seeing the beauty mathematics offers.

Algebra is one of the most exciting topics in mathematics, the question mustn’t be raised of whether it is necessary, but rather we can ask, What methods can be used to highlight the enjoyment of algebra while teaching, and what are some important affective objectives that will come from it?

What are your thoughts?