New Dyad Placement

Our first Dyad placement was indeed temporary. On Wednesday, my cohort-mate and I started anew at another local junior high. This time we will split our time between two teachers: Ms. A who teaches eighth grade math first through third periods, and Ms. B who teaches ninth grade math (Core 1), eighth grade honors math, and ninth grade honors math (Core 2) variously during periods 3,4, 6 and 7.

We've concluded we are fortunate to be assigned to two different teachers, as we will have twice the opportunities to learn about running a classroom! In fact, even our temporary placement was valuable: we observed an exceptionally smoothly run model of a junior high math class.

We also feel fortunate to be able to observe both traditional and "investigative" math curriculum in action. This district is in the process of transitioning from an investigative type curriculum to a more traditional type. Ms. B (as well as one of the teachers from our temporary placement) is piloting two different textbook series to help determine which will be adopted by the district. Both are considered traditional. From what we understand, this change came about largely because of strong parent outcry against the investigational approach. Parents complain that they can't help their children with math homework, and that basic skills are not emphasized sufficiently. Some parents of high-achieving students complain that their students are not adequately challenged by the investigative approach.

Interestingly, the math teachers to whom we have spoken have been regretful about the change. They see the advantages of an investigative approach as:
1. Leads to deeper understanding of math concepts
2. Students are not simply memorizing and employing a "method" for solving a particular type of problem
3. Lots of real world applications
4. More accessible by all students
5. Lends itself to heterogeneous groupings - "lower" students can function in a regular classroom, although "highest" students still benefit from separate classes
6. Can be supplemented by basic skill work more easily than a traditional curriculum can be supplemented by discovery methods

The kids (eighth and ninth graders) say that the traditional curriculum is easier, and they don't have to think as hard. Some of them like being able to follow a method that is clearly laid out in the book. According to the teachers, the higher-achieving math kids like the more advanced "problems" available in the traditional text.

This post is getting long. I'll continue with further thoughts in another post.