Searcy, AR (LP) — At the beginning of the school year, the math classes at the high school adopted a new math curriculum, the Mathematics Vision Project. However, even in the early stages of integration, it raised concerns in teachers and later students as well.
One problem teachers face constantly is how fast to teach subjects. They have to be concerned about whether or not they have taught the topic well enough to move on or to stay working some more. According to Bobbi Green, a mathematics teacher at the high school, “Mathematics Vision Project is very much designed to keep students engaged and to be more student-led and supported by teachers. It has been difficult to incorporate the curriculum into the classroom. Both curriculums, past and present have had their fair share of difficulties. The direct instruction methods were we take notes and do practice and is less engaging for students. The new curriculum doesn’t have the repetitive practice that students need to achieve success.” But if students aren’t receiving the vital practice that they need for success and learning, then are they succeeding and learning? Emily Tyler, a student in the mathematics program at the high school says, “I don’t really care for the new curriculum. There are some good parts and some bad parts. I learn well with it but I feel I learn well because of the teacher I have and not the curriculum. My teacher really helps me understand what is being taught and she gives us extra practice on things we need help with.”
It can well be seen that the two vastly different curriculums have their good sides and bad, as well. So where can a middle ground be found? Green says, “trying to find the balance between direct instruction and a collaborative learning environment has been the biggest challenge.” Students show a concern that is relatively surprising to hear from a student’s voice. “My teacher really helps me understand what is being taught and she gives us extra practice on things we need help with. Past curriculums were very fast and you learned something every day. This curriculum has different sections and once we learn it we spend time practicing it until we go to the next thing. I think I prefer this curriculum because the worksheets make more sense and everything is organized better. I do however miss parts of the old curriculum. I miss what we learned because what we are learning now is basically review for many of us,” Tyler states.
Though where the curriculum and maths classes will go from here is unknown at the moment, students can rest assured that their teachers are working hard to produce the most sound instruction for them.
