Much has been said in the past 10 to 15 years in the press, public education forums and government circles about the need to improve math and science scores so we don’t fall even further behind in international rankings.
The “no child left behind” commandment requires a specific level of proficiency to be achieved within a certain timetable. But the real need goes much beyond that. A good understanding of, and literacy in the skills developed through mathematics and science is required for everyone in the era of globalization.
Mathematics is the language of science, and science is a practical application of the principles of mathematics. Technology is a tool developed from math and science.
With English being my fourth language, I find it fascinating to look at the underlying linguistic definitions of words we use regularly. As a trained engineer, I have used the word mathematics frequently in my education and career. I looked for its meaning in key ancient languages that have significantly contributed to human knowledge in the past 3000 years.
So far, I have found interesting literal definitions in three. In Greek, it is “learning.” In Farsi it is “reasoning.” In Hebrew its root is “thinking.” Linguistically, they tell us that mathematics gives us the critical ability to learn and think logically in any subject area.
A solid foundation in mathematics and science develops and hones the skills of posing hypotheses, designing experiments and controls, analyzing data, recognizing patterns, seeking evidence, conclusions and proof, solving problems, seeking absolutes but being open to new information.
These skills also can be summed up as asking questions,why, what, how?
It is not about number crunching or just solving equations; it penetrates everything we do. Mathematics and science education are not the end result, but rather the means to develop the workforce of tomorrow in all walks of life.
There is a “blind spot” in our education system today. The common belief is that we need better results in math and science in order to develop more engineers and scientists since we have such a severe shortage. That will be a natural outcome if we produce more citizens who can learn and think creatively and critically, no matter what profession they go into. The workforce of tomorrow will demand it.
The accepted teaching methods used today stress intense memorization and the use of calculators. Students are taught by rote instead of analyzing and understanding, with the primary focus on test scores.
But how do we know that we are testing the proper indicators of the skills of learning and thinking? In other words,are we doing things right or doing the right things? If we believe that the objective of a quality education for our children is to develop the skills associated with learning and thinking, then the answer is clearly no.
So what can be done about it?
First, incentives are needed to attract and retain top high school and college students, passionate about math and science, as well as teachers. This will take higher pay, public recognition and value and better work conditions, including higher budgets for materials and supplementary programs.
We must get away from the “all teachers are created equal” syndrome. The education system is competing with private industry for top young technical talent and it must do something to respond. We must insist that Sacramento and Washington come up with better certification guidelines and the additional funds needed to provide financial incentives.
Further, teacher unions must be willing to make the delineation of teachers based on subject matter training and proficiency.
Most importantly, as a society we need to elevate the status of math and science teachers to that of attorneys and doctors. The future of our children is much more important than maintaining the status quo and ruffling the feathers of some bureaucrats.
Second, new and innovative teaching programs need to be implemented, integrating available technology to stimulate students’ creativity, imagination and confidence. Young children today are “digital natives” and the use of technology is natural to them.
They need more hands-on and contextual learning in order to spark their curiosity and enjoyment of learning. A number of such programs have been developed by nonprofit organizations right here in Orange County and are being utilized by elementary and middle schools during the school day, as well as in after-school programs.
These organizations include the Mind Institute, the Ocean Institute, Project Tomorrow and the Discovery Science Center. The revenue model of these organizations is a combination of earned income and contributions by philanthropists.
Many individual philanthropists, family foundations and major corporations in the county have been key supporters of these organizations. However, more donors are needed to allow these groups to grow and serve more students.
The third potential approach to the problem is advocacy, both to legislative bodies, at the local, state and federal level and, most important of all, to parent organizations. Parents have the most at stake here because what is involved is their children’s future. They also hold the ultimate power,the ballot box.
These approaches are not mutually exclusive or all-inclusive. Something must be done and quickly to develop 21st century skills before we lose a generation, incapable of competing in the economy of tomorrow. We have the potential and ability to do so. But we must dedicate more of our resources, financial and intellectual, to solve the problem.
Mike Lefkowitz is president of The Semel Group, a consultant to businesses and nonprofits.
