Adoption Committees for San Diego schools recently finished their assigned task, coming up with recommendations for new math books to be purchased by the district. These committees -- made up of teachers and an few parents -- had four meetings and studied over a dozen texts before making their recommendations. If their decisions are approved by the school board, the new texts should be arriving at local schools in the fall.
Intermediate Algebra
In San Diego, the course commonly known as Algebra 2 is called
Intermediate Algebra 1-2. The text selected for this course
was Algebra 2 - An Integrated Approach from D.C. Heath. This
text, like most of those reviewed, adheres to many of the features of
the reform math movement. It has lots of color, activities, and
"real-world applications." However, even those who prefer a more
traditional approach will probably be relatively comfortable with
this text. It has a traditional style of organization around the
math topics covered rather than based on the "real-world" applications
and activities. It lays out the concepts and methods in a clear
manner that students and parents can understand rather than adopting
a "constructivist" approach where students are expected to discover
the concepts and methods for themselves. Finally, it covers a lot
of content -- there are not the gaping holes in coverage that
characterize some reform texts. Of course, it is possible to use
too many of the suggested activities and cut into the time students
need practicing new skills, but there is no question that a good
teacher can succeed in teaching Algebra 2 with this text.
A Second Choice
The committee took the further step of recommending that the text
Intermediate Algebra, from Brooks/Cole, be added as a
supplemental adoption. The intention of this approach is to provide
an option. Individual schools that feel that the supplemental
text could provide better learning at their schools can complete
a simple waiver request to use it instead. There is every indication
from the district that approval of this request would be effectively
automatic.
The Brooks/Cole book offers a more traditional look to those who find the color and pictures and activities more distracting than beneficial. It contains plenty of content and problems for students to work. It is also significantly cheaper than the Heath book. Therefore, if these recommendations are approved by the board, it would be very important for each school site to look carefully at the two choices. Math departments at each school could consult with parents so that they have a share in the decision and so that they know about this decision ahead of time. Many will prefer the Brooks/Cole text, but schools wouldn't receive it under the plan unless they take some initiative.
Honors Intermediate Algebra
Other students will enrolled in the honors course for Algebra 2,
actually called Honors Intermediate Algebra 1-2. The
committee working on this adoption recommended Algebra and
Trigonometry - Structure and Method from McDougal Littell.
Those who know this work will immediately recognize it as the
offering from the series commonly called the "Dolciani Books."
Although Dolciani as passed away, she remains a co-author of this
latest edition. This series of texts has been around for years.
They were used in San Diego in 1980. The latest edition of this
Algebra II text has been updated to be in line with some of the
aspects of the reform -- yes, it has more color, more activities,
more suggestions for group work, and the like. However, since it
is really a revision of a good traditional text, it retains most of the
quality features of prior editions. Mathematically Correct believes
that this is one of the best choices of texts that are on the market
today.
Glencoe as an Honors Supplemental Adoption
Many are likely to react with dismay to learn that a text from
Glencoe, Algebra 2: Integrations, Applications and Connections,
was recommended as a supplemental adoption for the honors course.
Another series from
Glencoe, Interactive Mathematics: Activities & Investigations,
was met with strong criticism from Mathematically Correct prior to
being adopted for 6th, 7th, and 8th grade students in San Diego. Since
that time, the criticism of this series has continued. We have heard
the textbooks referred to as "picture books" or "horrid." A local
newscaster characterized the series as changing math into peanuts.
Rest assured, the Glencoe Algebra 2 offering is not like the Interactive series. It is more reform oriented than the McDougal Littell and the Heath texts. However, like the Heath text, it does not adopt a strict "constructivist" approach and it does cover a lot of content. Again, individual schools may feel that this supplemental text would be better for them. Mathematically Correct encourages schools considering this text to seek input from parents, and encourages parents to take an interest and provide this input to the schools.
Advanced Mathematics in the Middle School
Yet another book from Glencoe,
Prealgebra: An integrated transition to algebra and geometry,
was recommended by a different committee.
This committee looked at texts to prepare students in 7th grade that
would be taking Algebra 1 in the 8th grade.
Again, this book is not similar to the Interactive series that has caused so much concern in San Diego and other areas. The style of this text is more like the Algebra 2 book from Glencoe discussed above.
In fact, this recommended text goes far beyond what students would typically learn in a pre-algebra course. It includes material on factoring and rational expressions, for example, and the introduction to slope begins in the middle of this text, on page 400 of the more than 800 pages. It is unclear how much of the material in this text could actually be covered in a one-year prealgebra class. What is clear is that if students learned all of the material in this book they would be well into the content of Algebra 1.
District Behavior
There can be no doubt that personnel in our local district are trying
to do the right thing for our kids.
Mathematically Correct feels that the district should be supported in
this effort. Hans deGroot, who ran committees for the district,
even took measures to guard against real or implied pressures on the
committee members by district administrators. This is also an action
that should be supported.
Mathematically Correct has argued that learning objectives should be clearly spelled out in explicit standards for each level of mathematics education. This focuses expectations for teachers and students on learning objectives. When the success or failure of our children's education is defined in these terms, there will be an increase in the attention to the actual learning achieved and a corresponding reduction in the emphasis on the teacher's adherence to the latest fad in reform pedagogy. Along these same lines, Mathematically Correct has also supported the idea of greater choice in instructional materials and a reduction in attempts to restrict, control or dictate instructional style.
While the district has yet to establish clear grade-level or course-level standards, it still has the opportunity to do so. In the meantime, Mathematically Correct urges support of the district's efforts in this adoption round. These efforts, after all, are changes in a positive direction -- and we could all use something positive right now.