![]() He is the tradition of math elitism that operates from a zero-sum mentality where some must win and others must lose. Simon is a stiff and lifeless math curriculum that favors mechanical procedures at the cost of meaning (though these are far from incompatible). ![]() Our Simon is, in fact, a controlling collection of institutional and societal forces. And Simon decides.īut, who exactly is the educational Simon and why do we follow him so blindly? Simon is not just the classroom teacher, who is usually very dedicated and caring, is, herself, a product of her own experiences with Simon. Imitation without comprehension and technical correctness (always listening for the “Simon says” preface) is what wins the game, i.e., earns both the grade and the approval of the teacher who then confers the status of “smart.” Total authority rests with teacher.Ĭurrently, children learn a distorted form of mathematics that values docility and rote memorization where some people are winners in math and others are losers. One does not question what one is asked to do. Sense-making is not valued in playing of this game, nor is it in this form of mathematics. How many of us could find good reasons for following these seemingly arbitrary rules? With fractions, why can the top numbers be added but not the bottom ones? What would happen to us if we did? Implicit in this math instruction (sometimes math is literally reduced to a set of instructions) is to do exactly as the math teacher tells us and only what the math teacher tells us. Did you put a zero or skip a space on the second line? Math Teacher says, “When you multiply by two digit numbers, skip a space on the second row before you add.” Try it. Math Teacher says, “Borrow from the eight and it becomes a seven.” Mr. Simon did not say, “Stop.” Hooray, you lose! Simon says, “Pat your head while you read this article.” (Please humor me as your Simon.) OK, Stop. What Simon asked you to do is completely inconsequential. ![]() The trick is to obey only those commands prefaced with “Simon Says.” Simon’s sole goal is to confuse you by firing commands in rapid succession in the hopes that you will mess up and be eliminated. A closer look at the goals and rules of Simon Says, for example, reveals eerie similarities to most math classrooms, then and now.Īs you will recall, to win at Simon Says, you have to do as the leader tells you. Games such as Simon Says, races and dodge ball may be innocent child’s play, but they are harmful yet common blueprints for math learning. By understanding and confronting some of these root causes, we will be able to give school children the societal purchasing power that knowing math provides and that so few of us have.Īs children, most of us learned math in very much the same way we played particular games on the playground. What might account for such an abysmal interest in studying math? Finding the roots of this deep-seated and widespread feeling of inadequacy requires a trip down memory lane. In 2002, Stanford University, a leading institution of higher learning with more than 14,000 students, had only seven math majors. Ironically, even highly-accomplished professionals who work in analytic fields report their inability to “get” math, let alone pursue it as a career. Are you one them? Many of us in the general public feel that we are simply not gifted in this area. In the United States, the majority of people report deep, haunting feelings of ineptitude about doing math. Ventanilla de Orientación Educativa (VOE).Students in Technology Explorations – Moving to STEM.Parent Involvement & Leadership Development.Evaluation, Research and Needs Assessment.Data Services to Inform Teaching & Learning.Evaluation, Research and Needs Assessment Services.Texas Legislative Education Equity Coalition.Georgia Coalition for Education Justice.Preparing All Students to Succeed in College.Growing and Sustaining Healthy School Districts.Ensuring Fair School Funding for All Students.Ensuring Excellent Educational Opportunities for English Learners.Ending Harmful Discipline to Create Safer Schools.Policy, Advocacy and Community Engagement Home.Policy, Advocacy and Community Engagement.IDRA Ventanilla de Orientación Educativa. ![]() Donate to Support Education During COVID-19 Crisis.Courage to Connect: A Quality Schools Action Framework.Our Story – Transforming Education by Putting Children First.Simon Says – It’s Time for a New Game in Mathematics - IDRA Close Menu
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