The Math Dance

A step forward, step to side, bring feet together … a step backward, step to side, bring feet together.  Dance the waltz enough, and a person can do this sequence without any difficulty.  Many can become experts at the dance, and all can be included. 

Lost is why these are used as the dance steps. 

Of course, the ‘why’ does not really matter — it’s just a dance!!

I have taught a lot of students to dance.  The majority have been able to do dances like the waltz and two-step.  Sadly, the math dance has no particular value if a person does not know why the steps are done like this.  To understand means that a person can improvise; a little understanding allows helpful flexibility, and much understanding allows an artist’s rainbow of insight, logic, and problem solving.

Mathematics has become a dance, one that can be taught as remembered moves to particular musical themes.  There are some experts who assert that this the only possible outcome when society decrees that ALL persons must complete a subject, that mandatory always translates into a lowering of the value of this learning.  The evidence for this view seems abundant, and it is easy to accept this result (especially with the bright and blinding light of accountability shining on education).

We must not give up on mathematics so easily.

Mathematics has much to offer every student, our society, and the future.  Not the math dance — the real mathematics, science of relationships between quantities. 

We can create sound mathematics appropriate for all learners.  All students can learn, given the proper resources and conditions.  I might grant that the more extreme learning disabilities might present obstacles too large for a very small minority; this group is at least 2 standard deviations below the mean.

I encourage you to avoid the current rush of methods that might be more efficient at teaching the math dance.  We have seen these types of improvements before, which provide change but not progress.

I invite you to work with me to imagine a better mathematics program for all of our students, a program that shows the practicality and beauty of mathematics.  We do not need to make mathematicians of all students, just like we do not need to create math dancers … however, I believe that we can create a program that inspires more students to seek out more mathematics.

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