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Laura Shanahan
comments: This math
curriculum needs to be changed as soon as possible. Our kids deserve
better. If it is not changed, I will teach my son the standard way to
multiply and divide. But there is going to be a major problem when he
does not receive credit for doing his work (as other parents have told
me) because he does it the standard way and does not waste time with
alternatives. Alternatives are great for kids that don't get the
standard way, but the standard should be taught first and then move the
class forward. The other kids can be helped with alternative ways if
they need that to understand.
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Russ Johnson
comments: My previous comments were made prior to the 6/11 Board
meeting which I attended and listened to the Administrations plan to
address our concerns about the math program. On the surface their plan
appears to be a move in the right direction. The devil, though, is in
the detail. If both the letter and the spirit of the process are
embraced, collectively by working together our kids should benefit. On
the other hand if in fact UMBC is predisposed to defend the current
program because of the their alliance with Cecil College and the CCPS,
or if parental involvement and input will not be part of the evaluation
process (which we are hearing it will not be) then this just becomes
another exercise in futility and a big waste of taxpayer dollars. The
proof will be in the comprehensiveness and integrity of the process.
comments: The evidence is clear that the current math curriculum is not
acceptable. We must change now and the Board must take a lead role with
this initiative. The delay tactics of the administration clearly
demonstrate an unwillingness to do what is right for our kids. The
proposed evaluation by UMBC is just another delay tactic - The Board
needs to be smarter than this and step up to the plate. One member has -
where are the other four?
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comments: The math curriculum has failed my son in that he WAS an
excellent math student and due to the material and the pace at which the
teacher must move, he has failed to succeed. I ask myself is it the
curriculum, the teacher, or my son? I believe that the curriculum is
faulty! The kids in high school are sufferering because of the
inadequacies in the middle school math program!!
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Jackie Hollenbaugh
I would like to know what percentage of AP students pass the final exams
at Cecil Community College. Based on my conversations with several
parents, there are a lot of students that take these classes, get A's
and B's all year, and then cannot pass the exam that will give them
college credits. Are our teachers teaching the correct information? Do
they have any idea what types of questions are on the finals so they an
prepare the students? Why are our students doing so well in the class,
but having such difficulty earning the credits? Just some
thoughts...............
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Angela Moran
comments: I have 2 children, one to be in 5th grade and the other to be
in 7th grade next year. I have complained many times to other parents,
teachers, and educators that I have personally known, about the math
program offered in Cecil County. I have always felt that some of topics
taught in elementary school seem to advanced and the fundamentals were
not addressed as much as should be. When tested on the topics taught, it
often resulted in a less than desired grade due to the fact that the
problems were, what I felt, too hard. This leaves the children defeated,
who doesn't want to do well on a test. When the next school year comes,
I see, what appears to be, the exact same things being taught. The units
are done so fast that the children do not grasp the information making
the next year no different than the year before. My 6th grader this year
was amazed when she looked at her brother's math and saw it to be
something that she had just completed herself. Either the younger
children are not meant to fully understand the concepts and therefore
they must constantly be repeated or , if they are understood at the
lower level, they must sit through the same thing year to year which
does not seem very productive in my opinion. I am afraid that my my son
is falling behind and at a certain point "catch up" is not possible. I
am thankful that an organized group has undertaken this battle to have
the math program changed. Thank You.
--------------------
Lori Geckle
comments: While our daughter has been fortunate enough to do well in
math and other subjects in a Cecil County school, I was appalled when I
had to: 1) teach her how to check her work to be sure the answer was
correct (the most basic of all concepts), and 2) re-learn how to
multiply basic numbers. I fail to see the rationale behind why she --
and I as a parent, have to spend time learning 3 different methods of
multiplying when the tried-and-true method of BASIC MULTIPLICATION has
been and always will be the ONLY method she'll need. I demand as a
parent concerned for my daughter's future success that the current math
curriculum be replaced by methods that teach and continually reinforce
basic math concepts. The current curriculum completely fails to prepare
my daughter and other students to be successful in college or as a
productive citizen. Change it -- NOW!
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Alisha Knight, Ph.D.
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Fay Wood
comments: I have had three children go through CCPS schools. All of them
struggled with math. My youngest still does not know basic math skills.
Things that we had to memorize by the third grade she still cannot do.
They would teach multiplication for two days and then move on to another
topic which did not contain any materials dealing with multiplication.
When they went back to multiplication the next week my daughter had
forgotten everything she learned the week before. They need to stay with
one concept until the students have a good understanding of it. I had to
have my daughter tutored the summer between the 5th and 6th grade so she
would have a solid background of basic math going into Algebra. All
children should have a strong understanding of basic math to succeed in
life.
--------------------
Sarah Quartey
comments: I am a student of the Cecil County system. I am a ninth grader
taking Honors Algebra II and have done nothing but suffer through the
math system. I remember that the "Everyday Math" series was implemented
when I was in elementary school. Even though I am an honors student on
the fastest track our school offers, I cannot multiply or long divide
without a calculator. We were taught these absurd methods with pictures
and lines and moving around numbers. It would take up to ten minutes to
solve one problem, and now that I've gotten into the "deeper" maths, I'm
absolutely powerless without a calculator! The Algebra II program is
exactly like the Algebra I program, with only two new topics even being
address. If I take the Integrated Math book home with me to help me
learn something, I can't actually learn it. The book doesn't actually
ever give you any information. It gives you "Talk it Over" exercises and
"Explorations" so that you can figure out the concept by yourself. And
if you get it wrong? You've missed the lesson of the whole chapter. In
middle school I was "lucky" enough to test out of Connected and take
Algebra I and Geometry, but it wasn't much better at all. I have friends
who go to schools in other counties. I say that I am in Algebra II in
the ninth grade and they are impressed, but when they ask me to help
them with their homework it is way out of my league. It is much more
difficult even though they are a level below me in math. The English
curriculum is awful, but math is disastrous!
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Angela and Walter Sacharok
comments: My son is finishing 9th grade. Throughout grades 1-5, I have
repeatedly had teachers agree with me that ccps math curriculum was
"unacceptable", but they felt their hands were tied. Most students were
exposed to all the math concepts, yet "mastered" none. Middle school was
a continuation of this sub-standard philosophy. Consequently, higher
math in the high school is truly an up-hill challenge for him. I
certainly hope there is a "change of vision" , because I have a daughter
entering 3rd grade next year. A most frustrating part of this dilemma is
how frightened teachers seem to be about voicing their true opinions.
Why aren't we at ccps using a math curriculum that has already been
proven "effective and successful " for other school systems, even
overseas ? Surely, someone out there must be getting it right !
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Penny Reenstra
comments: The school system is failing our children miserably just
because no one wants to step up and admit they made a mistake with this
new spiral math program!! I was so concerned when my child kept failing
his math tests that I had educational and IQ tests performed on him by
professionals in DE at a whopping cost of $600. I found that my child's
IQ falls in the mid average range?! So, if he has an average IQ, why
cant he pass a math test? Maybe, because the schools have never taught
him the fundamentals? And yet, they keep pushing forward with more
difficult curriculum! We need to worry about the fundamentals NOW before
its too late and even our kids don't care anymore and give up.
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Patricia Harnish
comments: As a parent and Sub- teacher for elem. level now for 6 years,
I have been concerned over the math program. I have talked with teachers
and yes, they are afraid to tell the truth about the everyday math,
which all I have know do not like the program. I have tried to meet with
Dr. Wong several times but he is always "busy". I pulled my daughter
from public school after 3rd grade because she was lost when it came to
math but yet she still had an "A" for a grade. You cannot survive in the
world without basic math. She could not tell time from a regular clock,
did not know her times tables, and could not make change from a dollar.
This was after completing 3rd grade and was a straight "A" student.
After 2 years of home schooling she is now back in public school where
she is in the challenge class of math and is still a straight "A"
student. The idea of "spiraling" is ridiculous. You introduce and idea
say, money one day and then move on to something else, something new
every 15 days until you are back to money. This lesson is more in-depth
than the first one which you covered 15 days ago, so a child that did
not get it the first time - they are more confused than the first time
and so on, and so on until they are so frustrated and just lost. If you
have an excelling student is works great because they are challenged
every day but for a student who is average or slow, they just get lost
in the shuffle. They worst part was no book or instructions for home to
help a parent understand how to help their student. I was asked to sit
on the review board for new books. After one meeting I realized it was
all political and they did not care about your opinion. I brought up
everyday math and was told it was not part of that meeting. If there is
any way I can help change the math curriculum, I know it would benefit
the children, teachers, and parents.
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Kenneth VanDyke
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Lisa VandeGiessen
comments: This is the most inane and inept way of teaching math to
elementary students. No wonder my child is struggling with keeping a
passing grade. She feels like a failure by not understanding the math
and she has problems working on her own with math. After doing research
about everyday math and watching the video on youtube now I understand
why. My husband was taught math in 2 different countries other than the
united states and we basically learned the same way and we function
quite well without the need of a calculator. Should CCPS decide to keep
this program than I believe my child is better off being taught at home.
I will make the sacrifice of home schooling in order to ensure my child
gets a proper education that the public school system SHOULD be
providing.
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Kim Shuler
comments: The CCPS math curriculum is not suited for everyone. There are
no acceptable modifications that can be made to these materials for
individual students with learning disabilities. Parental support for
this program is zero. Our tax dollars go to support education for our
children, and we should have a say as to where our tax dollars are being
utilized. Where are the checks and balances to see how we are measuring
up to National scores. I have also heard on many occasions from teachers
and staff about how much they detest this program, but will not speak
out for fear of insubordination. It would be interesting to see how many
of our students need prerequisite courses in math in order to bring
their math levels up so a college level before taking credited courses.
I'm sure these numbers must be high if what I am hearing, seeing, or had
experienced previously is the norm.
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Tracey Balthaser
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Al Sizemore
comments: I have 2 children in CCPS grades 4 and 8. My job requires
strong math skills, and I don't feel like my children are becoming as
strong in this area as they should. Al Sizemore
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Kimberly Stanley
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Deanna Dempsey
comments: My son is in the fourth grade and I have a difficult time
helping with his math homework. At the beginning of the year during
teacher open house, I was given a booklet that outlines how math would
be taught during the school year. Applying that material became so
illogical that I myself often became confused and, I have to admit, I
often showed my son an alternate way (the way I had been taught) to
complete the work. To my surprise, quite frequently he was not required
to show the work. I am not completely outdated and realize that new
concepts are developed that seem to improve the process of everyday
math, however, if an elementary school student is having difficulty at
this stage, how will his performance be at the advanced algebra level?
It would be interesting to have a study done with the parents of all
CCPS students and parents to learn how many are being tutored in the
math department.
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Charles DePase
comments: Where is Math discipline in the CCPS Math curriculum? Math
requires the execution of certain steps, a logical process, step by
step, to solving problems. Students need to be taught a SINGLE method of
how to solve problems. The CCPS Math program uses excessive amount of
time to teach several different methods to add, multiply, and divide and
then the teacher says "Use the one that you feel most comfortable with".
Kids get totally confused by this. They never master the mechanics of
the basic methods used successfully for the past 100 years. Techniques
as simple as properly showing all your work, writing down the given
information, making sure that you write neatly, in columns, and rows, is
not drilled in. When writing equations the equal sign should be directly
below the previous step. Do only one thing to the equation at a time.
These techniques are extremely important for all future problem solving
and it needs to start when learning 1+1=2.
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Robert Kerner
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Paula Foxx
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Patricia Jones
comments: This curriculum has ruined any chance of my kids ever being
'successful' in math. They have never mastered any one concept and have
absolutely no confidence when it comes to mathematics. When I started
asking questions 5 yrs. ago I was told no one else was having problems,
yet when I had a conversation with Pam Kaste I was amazed that she was
saying the same exact things that I had been saying for years. I would
like to see the CCPS math coordinator replaced along with the curriculum
as I feel her performance has been less than satisfactory, her support
of the current curriculum makes me question whether or not she is
qualified for such an important job within our school system.
