Teaching of Mathematics in the Minneapolis Public Schools is Abysmal

Teaching of mathematics in the Minneapolis Public Schools is abysmal.

 

Teachers at K-5 have been given very little training in mathematics in their course preparation.  The pertinent courses that they take in route to receiving a degree in elementary education do not involve intensive instruction in mathematics;  many teachers at K-5 are mathematics phobic, and they sometimes lack even the rudimentary skills that they are to impart to their students.  Teachers at K-5 have typically had very little training in algebra, geometry, trigonometry, statistics, or calculus, so that they can convey very little in the way of a vision to their students as to the exciting journey into mathematics that lies ahead.

 

Students in the Minneapolis Public Schools frequently never master their multiplication tables and their grasp of key concepts as to place value, decimals, fractions, and percentages is extraordinarily weak.  A lack of these arithmetic skills serves as inhibitor to the performance of algebraic, geometric, and trigonometric skills that presume foundational mathematics skills.  Overreliance on calculators impedes understanding of the four basic operations, fractions, decimals, and percentages and slows the accomplishment of tasks in algebra, geometry, trigonometry, statistics, and calculus.

 

There is a dearth of highly trained teachers at the high school level who are capable of rendering instruction in Advanced Placement Mathematics;  almost all teachers of high school mathematics who have attained master’s degrees have received Masters of Teaching Mathematics degrees from education departments, colleges, and schools, rather than Masters of Mathematics degrees from mathematics departments.      

 

The full array of mathematics skills described by the Minnesota State Mathematics Standards are not being taught in the Minneapolis Public Schools.

Below is the introduction to the Minnesota State Mathematics Standards presented on the Minnesota Department of Education website:

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Mathematics is a discipline whose basic ingredients are numbers, shapes, and algebraic relationships. Logical reasoning is used to study the properties of these objects and develop connections between them. The results can be used to understand and analyze a vast array of phenomena arising in all of the sciences, engineering and everyday life. For this reason, mathematics is often called the "language of science.” We support mathematics achievement for all learners by providing guidance and technical assistance on implementation of academic standards, current best practices, and multitiered systems of intervention.

For more information about Mathematics, contact Susan Wygant.

Standards, Assessments, and Graduation Requirements

 

Standards

The Minnesota K-12 Academic Standards in Mathematics are grounded in the belief that all students can and should be mathematically proficient. All students need to learn important mathematical concepts, skills and relationships with understanding. The standards describe a connected body of mathematical knowledge students learn through the processes of problem-solving, reasoning and proof, communication, connections, and representation. The standards are grouped by strands: 1) Number and Operation; 2) Algebra; 3) Geometry and Measurement; and 4) Data Analysis and Probability.

The mathematics standards were revised in 2007, with full implementation by the 2010-11 school year. Though the math standards were scheduled to be reviewed again during the 2015-16 school year, the review has been postponed. As passed in the spring 2015 first special legislative session, according to Chapter 3, H.F. 1, the math standards review has been postponed until 2021-22. Find the math standards documents below.

A Mathematics Benchmark Toolkit has been developed to help districts and schools review curriculum maps, make adjustments in the areas that have caused the most difficulty, and make sure teachers have what they need to ensure students are understanding the more difficult concepts.

Assessments

The Minnesota Comprehensive Assessment (MCA) III Mathematics exam assesses the mathematics standards in grades 3-8 and 11. There are also standards for literacy in science and technical subjects contained within the Minnesota K-12 Academic Standards in English Language Arts (2010). The MCAs and the Minnesota Test of Academic Skills (MTAS) are state tests that help districts measure student progress toward Minnesota's academic standards. Most students take the MCA, but students who receive special education services and meet eligibility criteria may take the MTAS. Read more about the MCAs and statewide assessments on the Statewide Testing page.

Graduation Requirements

The graduation requirements for mathematics include credit requirements and standards requirements. All students are required to satisfactorily complete three credits in mathematics encompassing the high school academic standards.