Philosophical Framework

Words from Dr. Su:

According to the June 30, 2001 issue of the Science News, by about age 12, U.S. students who feel threatened by mathematics start to avoid math courses, do poorly in the few math classes they do take, and earn low scores on math-achievement tests. Some scientists have theorized that kids having little math aptitude in the first place justifiably dread grappling with numbers. That conclusion does not add up, at least for college students, according to a study in the June Journal of Experimental Psychology. On the contrary, student's intrusive worries about math temporarily disrupt mental processes needed for doing arithmetic and drag down math competence.

Math anxiety exerts this effect by making it difficult to hold new information in mind while simultaneously manipulating it. It soaks up working memory resources and makes it harder to learn mathematics, probably beginning in middle school.

I observed many teachers drill students in procedures that are soon forgotten. Students learn strict, seemingly infallible rules, ranging from the mechanics of addition to the intricacies of factoring algebraic expressions. In contrast, children should learn to apply mathematical rules fluently using. Further, teachers often teach the mathematical procedures poorly. Students lack proficiency not from inadequate drill, but because too many teachers themselves do not understand the mathematical principles behind the rules. Most U.S. colleges and universities do not teach mathematical foundations. Therefore teachers only teach what they know (New York Times, June 27, 2001).

This problem can be solved by teacher preparation. Teachers need a deeper understanding of the mathematical concepts they cover. Mathematics is as easy or as difficult as we choose to make it. It constantly goes through changes and grows, not only in the way it is applied, but also in its fundamental structure. New ideas are introduced; intriguing connections between old ideas are discovered.
Project IMPROVE was developed to increase teachers' content knowledge of mathematical concepts and their ability to teach these concepts guided by recommendations of the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics  and the Third International Mathematics and Science Study.  Lessons are aligned to the new Florida Mathematics Standards, including Big Ideas and Bodies of Knowledge.