From the Editor
Welcome to another school year, and to another year with MCATA, it is an excellent one for all concerned, I want to take this opportunity to reflect upon the changes that have, or should have, taken place over the past decade in mathematics education.
In the September 1988 issue of the Arithmetic Teacher (p. 11), Stephen Willoughby points out that Americans have been quick to talk about goals and accomplishments, but slow to effect meaningful changes. I am afraid that the same situation holds true in Canada,
If you were to conduct an investigation of the mathematics classroom in Canada today, you would find that the .methods and content used are not very different from those of 10, 20 or even 40 years ago. Students sit quietly in rows, while a teacher using a blackboard, and sometimes an overhead projector, lectures the class, The textbook is the course: on the first day it is opened to the first page, and on the last to page 379, Emphasis is still placed on the memorization of low-level skills and trivial facts. Little effective use is made of technological advances such as the hand held calculator or the computer,
It is too easy to blame the teachers for this sad state of affairs, Frequently overworked and underpaid, they teach as they have been taught. Furthermore, they have to handle large and diverse classes, and are expected to be experts in mathematics, science, language, social studies, physical education, and so on. These are totally unrealistic expectations.
Unfortunately, little opportunity exists for mathematics teachers to participate in meaningful inservices, One half day of inservice is totally inadequate when a new course or textbook is introduced,
On the plus side, some school systems are recognizing the need for effective inservices, and are beginning to arrange for them, Textbooks are becoming more interesting and challenging. Good programs are being prepared for use with the computer. Hand held calculators have been introduced in some classrooms, and more and more teachers are involving students in exciting and challenging problem solving activities.
However, there is still much to be done, Knowing that all of you, as members of the MCATA, have a keen interest in excellent mathematics education, I urge you to lobby for inservices, to demand the best of textbooks and to press for effective training for prospective teachers in the area of mathematics education, In short, take an active role in MCATA! We are over 700 strong, and if we face the challenge and put our hands and heads together, we could accomplish a great deal.
Art Jorgensen
From the Editor
Art Jorgensen
Upcoming Conferences
Math Neophytes
Math! The Winning Ticket
National Council of Teachers of Mathematics
Local Inservices
Writers Needed
Guidelines for Manuscripts
Errata
Suggested Readings
Math Fiction
Martin H. Badke
Problem Solving
Teaching With Calculators
MCATA Executive 1988-89
