what if competition is the thing keeping us from equity7:05 – what if evaluation is a non.
what if mathematically – evaluation is a non.
what if mathematically – evaluation is a non.
7:44 – if we’re talking proficiency about a publicly prescribed curriculum.. how can that be a means to equity
9:48 – what if equity is not about performance
14:20 – you don’t really learn math on the streets?
you mean school math.. no?
you mean school math.. no?
14:50 – pisa is about applying (school) math
no?
no?
16:50 -
again – mathematically speaking – what matters is perhaps not competition – for a score on a test
again – mathematically speaking – what matters is perhaps not competition – for a score on a test
competition not needed in a narrative for 100% of humanity17:11 – good point indeed
but (schooling the world) who’s to say that baccalaureate degree is success…?
18:23 – what about the # of doctorates on food stamps…
remedial
35000 in ca 2 yrs ago – repeated remedial math for the 5th or more times – no one can say they don’t have persistance..
can we not listen to the water?…. what does this mean? surely not that we need better math scores19:40 – not about the students.. but what we teach the students…?
hmmm. what about what we educe from the students… learn/listen alongside.. people in the community.. everyone a student
but (schooling the world) who’s to say that baccalaureate degree is success…?
18:23 – what about the # of doctorates on food stamps…
remedial
35000 in ca 2 yrs ago – repeated remedial math for the 5th or more times – no one can say they don’t have persistance..
can we not listen to the water?…. what does this mean? surely not that we need better math scores19:40 – not about the students.. but what we teach the students…?
hmmm. what about what we educe from the students… learn/listen alongside.. people in the community.. everyone a student
21:32 – where you live shapes what you learn – then right to – 8th grade scores…
[denise pope - 95% say they cheat - how is this being soaked in - in the math community - not statistically sound - no]
[denise pope - 95% say they cheat - how is this being soaked in - in the math community - not statistically sound - no]
23:30 – math mission – the accident of where you live should not limit your mathematical opportunity.. what if the accident of the “wealthy” is keeping us in this compulsory prescribed system of teaching to learn. perpetuating it. what about plato – math man – no? -
27 – does it matter how pretty the graph, if it’s exposing non-material data…
27:57 – ie: what does a graduate mean, what does college ready mean. what do we know of what’s happening in college?
climbing into the numbers… this is the data… – how to know..
30:02 – being in schools…
30:29 – tests not worthy – so why are we talking pisa, et al?
[so sorry - if i'm missing something - but is not fractal thinking - one of the major things we're missing]
32 – the hardest challenge of our profession – remembering the person..?
36 – come out of school with what they are not
36:45 – time for us to write it? decide what common core is?
what if common core is simply – learning how to learn
38:24 – what if it’s the primary determinant because it’s the thing most won’t need, so most never find success in, yet the world lauds it as the ultimate…knowing/learning math
39:45 – education is the part that we control?
27:57 – ie: what does a graduate mean, what does college ready mean. what do we know of what’s happening in college?
climbing into the numbers… this is the data… – how to know..
30:02 – being in schools…
30:29 – tests not worthy – so why are we talking pisa, et al?
[so sorry - if i'm missing something - but is not fractal thinking - one of the major things we're missing]
32 – the hardest challenge of our profession – remembering the person..?
36 – come out of school with what they are not
36:45 – time for us to write it? decide what common core is?
what if common core is simply – learning how to learn
38:24 – what if it’s the primary determinant because it’s the thing most won’t need, so most never find success in, yet the world lauds it as the ultimate…knowing/learning math
39:45 – education is the part that we control?
1. poverty
2. opportunity to learn
2. opportunity to learn
40:38 – oh my – our field is the determinant if people will end up on the right or the left..
oh my.
oh my.
42:32 – race matters – when we have defined normal/common core/ what should be learned.
we have much to learn from each other.. if we focus on that – rather than math.
well – dang – just imagine that
the reality is the reality ? and the numbers are the numbers?
reform – taking the eye of poverty – and schools as places where we produce citizens with democratic ideas
oh my – engines of producing a complex american identity? which are commitment to making us a country…
44:30 – start with the common core? if it collapses – bad thing…
what if we are starting with the wrong thing..?
46:45 – the aggregate affect we want?
47:43 – culture and trust – imagine just trading out – in schools – to in cities…
we have much to learn from each other.. if we focus on that – rather than math.
well – dang – just imagine that
the reality is the reality ? and the numbers are the numbers?
reform – taking the eye of poverty – and schools as places where we produce citizens with democratic ideas
oh my – engines of producing a complex american identity? which are commitment to making us a country…
44:30 – start with the common core? if it collapses – bad thing…
what if we are starting with the wrong thing..?
46:45 – the aggregate affect we want?
47:43 – culture and trust – imagine just trading out – in schools – to in cities…
_________________
Uri seems to be a lovely man. great heart.
the hype is spot on.
the hype is spot on.
i mean – he’s talking – deeply/sincerely -
about equity.
except… what if his focus is wrong..
what if we are missing it because
what if we are missing it because
our focus is our distraction…
to what matters…
________________________
To view these slide in PDF format, click here.
NCTM has committed itself to equity, with many of us working toward a new generation of mathematics-savvy citizens and STEM professionals representing our diverse population. We need to take stock of the record and take action from the state house to the classroom, so that our vision becomes reality and our hopes for our students are realized. Philip “Uri” Treisman is professor of mathematics and of public affairs at the University of Texas at Austin, where he directs the Charles A. Dana Center. He is a senior adviser to the Aspen Institute’s Urban Superintendents’ Network and recently served on the 21st-Century Commission on the Future of Community Colleges. He was named a MacArthur Fellow in 1992 for his work on nurturing minority student achievement in college mathematics and 2006 Scientist of the Year by the Harvard Foundation of Harvard University for his outstanding contributions to mathematics. In all his work, Treisman advocates for equity and excellence in education for all children.
Philip Uri Treisman
Charles A. Dana Center, University of Texas at Austin
via http://dianeravitch.net/2013/05/21/better-links-to-uri-treismans-talk-at-nctm/
