President Obama has pledged to make mathematics and science education a national priority. Approximately half of all new teachers leave the profession within five years, so there is a huge retention problem. The President has proposed Teacher Service Scholarships to recruit high quality math and science degree graduates into the teaching profession.
Many factors have combined to put mathematics education front and center on the national agenda. The mediocre performance of U.S. fourth and eighth graders on international mathematics exams is one factor. Workforce needs and the need to protect national security are two others. According to a report by Mass Insight Education, World Class: The Massachusetts Agenda to Meet the International Challenge for Math- and Science-Educated Students, the "... pipeline of students into science, technology, engineering, and math-related (STEM) college programs and careers is shrinking in the face of increasing demand. ... Massachusetts' high-tech, high-finance economy needs a highly capable workforce the way a car needs fuel. Without it, they both stop dead."
Middle school mathematics, particularly Algebra, has emerged as a major concern for U.S. education. Quoting from the Final Report of the National Advisory Panel for Mathematics, which was released in March 2008: "Although our students encounter difficulties with many aspects of mathematics, many observers of educational policy see Algebra as a central concern. The sharp falloff in mathematics achievement in the U.S. begins as students reach late middle school, where, for more and more students, algebra course work begins. ... Algebra is a demonstrable gateway to later achievement. Students need it for any form of higher mathematics later in high school; moreover, research shows that completion of Algebra II correlates significantly with success in college and earnings from employment."
For a first-hand look at the challenges - and joys! - of teaching and learning middle school mathematics, we're speaking this month with Simmons alumna, Sarah Lupa. Sarah, who double-majored in mathematics and secondary education, earned her bachelor's degree in 2006, continuing on at Simmons to earn her Master of Arts in Teaching in May, 2007. She teaches seventh grade math at the Memorial Boulevard Middle School in Bristol, Connecticut. As you'll see, it was in middle school that she experienced an epiphany about math that has shaped her attitude toward math ever since. Sarah is a talented musician. She plays several instruments and enjoys performing as part of an orchestra or an ensemble, as well as playing solo. Please meet Sarah!
Sarah Lupa, B.S. in Mathematics, 2006; Master of Arts in Teaching, 2007
o Sarah, what drew you to math in the first place? How did you get hooked?
I got sent to a summer math camp run by the city of Bristol for rising 9th-graders. This camp was free. The goal was to help students prepare for the standardized math test. Among other things, we learned how to use a graphing calculator and how to use Statplot. What camp did for me was that it boosted my confidence ... it took me from feeling I wasn't good at math to feeling more confident and like I had a leg up. Ninth grade meant a new school, a new place. Math camp helped get me to get off to a good start.
In addition, I had good math teachers who urged me to take double math courses and AP Calculus. In a nutshell, I went from a kid who wasn't mathematically confident to one who had confidence in my math ability. I want to do the same for other kids.
o What did you think you wanted to do with math?
I always wanted to teach. Part of me wanted to be a lawyer, another part wanted to be a cop. Perhaps most of all: I'm the kind of person for whom teaching is my niche. Part of it is life style, the 9 month/year work schedule.
o What math needs do your students have?
I teach underprivileged, seventh graders. They're learning fractions, decimals, percentages. I don't let them use calculators.
They need rudimentary facts. They don't know their times tables for 1 through 12 multiplication. They don't know that 6 x 8 = 48. This is challenging because it interferes with their ability to learn the inverse operation of division.
o What accounts for this gap?
It has to do with accountability. Every year a little more falls through the cracks. Kids are not coming out knowing their times tables. This affects all their understanding. They can't multiply or divide. Part of this may be a side-effect of districts going to a new mathematics curriculum. The new curriculum is great if kids can work independently or have high motivation. It's an experimental curriculum.
o What's occupying your interests right now? Where are you spending time and energy?
For spring semester I'm starting Study Island, an interactive online program to help students prepare for the Connecticut Mastery Test. It provides drill and practice. I've been boning up on that. Also, I'm helping teachers in my building use Smart Board technology. (You can even make Smart Boards talk!). And, I'm helping to create interactive activities, like Jeopardy, for review sessions. So, I try to bring technology into the classroom.
o Where do you see yourself in five years? What do you think the role of math will be in helping you get there?
Hopefully I'll still be teaching. I want to train to become an actuary. Maybe I'll transition to teaching college.
o And, are you keeping up with your music?
For sure. I just played French horn in a winter concert at my school. We played everything from Pachabel to Harry Potter. Great fun!
o What advice do you have for alumna?
Something I had to learn for myself: No one can be your advocate. Being an educated woman, you can sometimes be overlooked. If you want something, you have to go out and get it. Negotiate even for your first job. Even though there are pay levels, there is always wiggle room. I've seen people in jobs they hate because they didn't advocate. They sat around waiting for the right job to come along and when it didn't, had to settle for something that fell far short.
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