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February 9, 2016 04:00 pm

An Advanced Math Education Revolution Is Underway In the U.S.

AthanasiusKircher writes: The Atlantic has an >extended article on the recent surge in advanced math education at the primary and secondary levels in the U.S., arguing that last year's victory for the U.S. in the Math Olympiad was not a random anomaly. Participation in math camps, after-school or weekend math "academies," and math competitions has surged in recent years, with many programs having long wait lists. Inessa Rifkin, co-founder of one of these math academies, argues that the problems with math education begin in the 2nd and 3rd grades: ""The youngest ones, very naturally, their minds see math differently.... It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn't know enough mathematics, she will answer the simple question and shut down the other, more difficult one." These alternative math programs put a greater focus on problem-solving: "Unlike most math classes, where teachers struggle to impart knowledge to students—who must passively absorb it and then regurgitate it on a test—problem-solving classes demand that the pupils execute the cognitive bench press: investigating, conjecturing, predicting, analyzing, and finally verifying their own mathematical strategy. The point is not to accurately execute algorithms, although there is, of course, a right answer... Truly thinking the problem through—creatively applying what you know about math and puzzling out possible solutions—is more important." The article concludes by noting that programs like No Child Left Behind have focused on minimal standards, rather than enrichment activities for advanced students. The result is a disparity in economic backgrounds for students in pricey math activities; many middle-class Americans investigate summer camps or sports programs for younger kids, but they don't realize how important a math program could be for a curious child. As Daniel Zaharopol, founder of a related non-profit initiative, noted in his searches to recruit low-income students: "Actually doing math should bring them joy."

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