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FM","link":"/"}},"mindshift_63526":{"type":"posts","id":"mindshift_63526","meta":{"index":"posts_1591205157","site":"mindshift","id":"63526","score":null,"sort":[1712829600000]},"guestAuthors":[],"slug":"how-ai-could-transform-the-way-schools-test-kids","title":"How AI Could Transform the Way Schools Test Kids","publishDate":1712829600,"format":"standard","headTitle":"How AI Could Transform the Way Schools Test Kids | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","status":"publish","parent":0,"modified":1712798213,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1082},"headData":{"title":"How AI Could Transform the Way Schools Test Kids | KQED","description":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How AI Could Transform the Way Schools Test Kids","datePublished":"2024-04-11T10:00:00.000Z","dateModified":"2024-04-11T01:16:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Caroline Preston and Javeria Salman, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63526/how-ai-could-transform-the-way-schools-test-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63526/how-ai-could-transform-the-way-schools-test-kids","authors":["byline_mindshift_63526"],"categories":["mindshift_21504"],"tags":["mindshift_1023","mindshift_205","mindshift_21094"],"featImg":"mindshift_63528","label":"mindshift"},"mindshift_62834":{"type":"posts","id":"mindshift_62834","meta":{"index":"posts_1591205157","site":"mindshift","id":"62834","score":null,"sort":[1702292442000]},"guestAuthors":[],"slug":"theres-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic","title":"There's a worldwide problem in math, and it’s not just about the pandemic","publishDate":1702292442,"format":"standard","headTitle":"There’s a worldwide problem in math, and it’s not just about the pandemic | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Numbers don’t lie, right? But they also don’t always tell the whole story. That’s the case with the most recent results from a key global education test, the Program for International Student Assessment or PISA. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, PISA results have often spurred anguished discussion about why U.S. students are so far behind other countries like Finland, Korea and Poland. But the most recent rankings, released in December 2023, indicated that U.S. 15-year olds moved up in the international rankings for all three subjects – \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Reading-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Science-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Education Secretary Miguel Cardona credited the largest federal investment in education in history – roughly $200 billion – for keeping the United States “\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/37e3e90\">in the game\u003c/a>” during the pandemic. (The tests were administered in 2022.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that rosy spin hides a much grimmer picture. Rankings may have risen, but test scores did not. The only reason the U.S. rose is because academic performance in once higher ranking countries, such as Iceland, fell by even more since the previous testing round in 2018. Neither India nor China, which topped the\u003c/span>\u003ca href=\"https://hechingerreport.org/what-2018-pisa-international-rankings-tell-us-about-u-s-schools/\"> \u003cspan style=\"font-weight: 400\">rankings in 2018\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, participated in the 2022 PISA. In math, the U.S. rose from 29th place to 28th place, still in the bottom half of economically advanced nations of the Organization for Economic Cooperation and Development (OECD), an international organization of 38 member countries that oversees the PISA exam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The deterioration in math was particularly devastating. American students scored 13 points lower than in 2018, equivalent to losing two-thirds of a year of education in the subject. These were the lowest U.S. math scores recorded in the history of the PISA math test, which began in 2003. More than a third of U.S. 15-year-olds (mostly 10th graders) are considered to be \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">low performers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, unable to compare distances between two routes or convert prices into a different currency. Over the past decade, the share of U.S. students in this lowest level has swelled; back in 2012, a little over a quarter of U.S. students were considered to be low performers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 7% of American students can do math at \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">advanced levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The United States has more students in the bottom group and fewer students in the top group than most other industrialized countries that are part of the OECD. (Click here to see an international ranking of \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/PISA-2022-low-and-top.pdf\">\u003cspan style=\"font-weight: 400\">low and top performers in each country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results also confirmed the widespread inequalities in U.S. education. Black and Hispanic students, on average, scored far below Asian and white students. Those from low-income backgrounds scored lower than their more affluent peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andreas Schleicher, director for education and skills at the OECD, emphasized that the inequities in the U.S. are often misunderstood to be a problem of weak schools in poor neighborhoods. His analysis indicates that low math performance is common throughout U.S. schools. Some students are performing much worse than others within the same school, and that range between low and advanced students within U.S. schools is much greater than the range in scores between schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new PISA test is the first major international education indicator since the COVID-19 pandemic closed schools and disrupted education. Test scores declined all around the world, but the OECD found there was only a small relationship between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/School-closures-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">how long schools were closed and their students’ performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the PISA test. School closures explained only 11% of the variation in countries’ test scores; nearly 90% is attributable to other, unclear reasons. However, the OECD looked at the absolute level of test scores and not how much test scores fell or rose. More analysis is needed to see if there’s a stronger link between school closures and test score changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math performance has been deteriorating worldwide for two decades, but the US lags behind other advanced nations. Source: OECD PISA 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if school closures eventually prove to be a more important factor, the pandemic isn’t the only reason students are struggling. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.19.02-AM.png\">\u003cspan style=\"font-weight: 400\">Global scores have generally been declining for the past two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One hypothesis is that technology is distracting teenagers. Students were asked about technology distraction for the first time on the 2022 PISA. Forty-five percent of students said they feel anxious if their phones are not near them. Sixty-five percent report being distracted by digital devices during math lessons. Up to an hour a day of computer time for leisure was associated with higher performance. But heavy users, those who spent five to seven hours on computers for fun, had lower academic performance, even after adjusting for family and school socioeconomic profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another factor could be the rise in migration across the world. Perhaps declining test scores reflect the challenge of educating new immigrants. However, the OECD didn’t find a statistically significant correlation between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.22.06-AM.png\">\u003cspan style=\"font-weight: 400\">immigration and academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. In the United States, immigrants outscored students with native-born parents in math after adjusting for socio-economic status. There was no difference between immigrants and non-immigrants in reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Japan was one of the few countries to defy the trends. Both its math and reading scores rose considerably between 2018 and 2022. Akihiko Takahashi, professor emeritus of mathematics and mathematics education at Chicago’s DePaul University, said schools were closed for a shorter period of time in Japan and that helped, but he also credits the collective spirit among Japanese teachers. In his conversations with Japanese teachers, Takahashi learned how teachers covered for each other during school closures to make sure no students in their schools fell behind. Some went house to house, correcting student homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to look at the terrible PISA math scores and say they are evidence that the U.S. needs to change how it teaches math. But the PISA results don’t offer clear recommendations on which math approaches are most effective. Even Japan, one of the top performing nations, has a mixed approach. Takahashi says that students are taught with a more progressive approach in elementary school, often asking students to solve problems on their own without step-by-step instructions and to develop their own mathematical reasoning. But by high school, when this PISA exam is taken, direct, explicit instruction is more the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new results also highlighted the continued decline of a former star. For years, Finland was a role model for excellent academic performance. Education officials visited from around the world to learn about its progressive approaches. But the country has dropped 60 points over the past few testing cycles – equivalent to losing three full school years of education. I suspect we won’t be hearing calls to teach the Finnish way anymore. “You have to be careful because the leaders of today can be the laggards of tomorrow,” said Tom Loveless, an independent education researcher who studies international assessments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was one bright spot for American students. Fifteen-year-olds scored comparatively well on the PISA reading test, with their scores dropping by just one point while other countries experienced much steeper declines. But that good news is also tempered by the most recent scores on the National Assessment for Educational Progress (NAEP) test, often called the Nation’s Report Card. \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">\u003cspan style=\"font-weight: 400\">Reading scores of fourth and eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deteriorated over the last two testing cycles in 2019 and 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the PISA results provide additional confirmation that U.S. students are in trouble, especially in math, and we can’t put all the blame on the pandemic.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003ci>\u003cspan style=\"font-weight: 400\">2022 PISA results\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Although U.S. rankings rose for the 2022 PISA test, students actually scored worse than ever in math.","status":"publish","parent":0,"modified":1702182527,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1324},"headData":{"title":"There's a worldwide problem in math, and it’s not just about the pandemic | KQED","description":"Although U.S. rankings rose for the 2022 PISA test, students actually scored worse than ever in math.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Although U.S. rankings rose for the 2022 PISA test, students actually scored worse than ever in math.","schema":{"@context":"http://schema.org","@type":"Article","headline":"There's a worldwide problem in math, and it’s not just about the pandemic","datePublished":"2023-12-11T11:00:42.000Z","dateModified":"2023-12-10T04:28:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62834/theres-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Numbers don’t lie, right? But they also don’t always tell the whole story. That’s the case with the most recent results from a key global education test, the Program for International Student Assessment or PISA. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, PISA results have often spurred anguished discussion about why U.S. students are so far behind other countries like Finland, Korea and Poland. But the most recent rankings, released in December 2023, indicated that U.S. 15-year olds moved up in the international rankings for all three subjects – \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Reading-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Science-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Education Secretary Miguel Cardona credited the largest federal investment in education in history – roughly $200 billion – for keeping the United States “\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/37e3e90\">in the game\u003c/a>” during the pandemic. (The tests were administered in 2022.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that rosy spin hides a much grimmer picture. Rankings may have risen, but test scores did not. The only reason the U.S. rose is because academic performance in once higher ranking countries, such as Iceland, fell by even more since the previous testing round in 2018. Neither India nor China, which topped the\u003c/span>\u003ca href=\"https://hechingerreport.org/what-2018-pisa-international-rankings-tell-us-about-u-s-schools/\"> \u003cspan style=\"font-weight: 400\">rankings in 2018\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, participated in the 2022 PISA. In math, the U.S. rose from 29th place to 28th place, still in the bottom half of economically advanced nations of the Organization for Economic Cooperation and Development (OECD), an international organization of 38 member countries that oversees the PISA exam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The deterioration in math was particularly devastating. American students scored 13 points lower than in 2018, equivalent to losing two-thirds of a year of education in the subject. These were the lowest U.S. math scores recorded in the history of the PISA math test, which began in 2003. More than a third of U.S. 15-year-olds (mostly 10th graders) are considered to be \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">low performers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, unable to compare distances between two routes or convert prices into a different currency. Over the past decade, the share of U.S. students in this lowest level has swelled; back in 2012, a little over a quarter of U.S. students were considered to be low performers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 7% of American students can do math at \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">advanced levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The United States has more students in the bottom group and fewer students in the top group than most other industrialized countries that are part of the OECD. (Click here to see an international ranking of \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/PISA-2022-low-and-top.pdf\">\u003cspan style=\"font-weight: 400\">low and top performers in each country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results also confirmed the widespread inequalities in U.S. education. Black and Hispanic students, on average, scored far below Asian and white students. Those from low-income backgrounds scored lower than their more affluent peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andreas Schleicher, director for education and skills at the OECD, emphasized that the inequities in the U.S. are often misunderstood to be a problem of weak schools in poor neighborhoods. His analysis indicates that low math performance is common throughout U.S. schools. Some students are performing much worse than others within the same school, and that range between low and advanced students within U.S. schools is much greater than the range in scores between schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new PISA test is the first major international education indicator since the COVID-19 pandemic closed schools and disrupted education. Test scores declined all around the world, but the OECD found there was only a small relationship between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/School-closures-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">how long schools were closed and their students’ performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the PISA test. School closures explained only 11% of the variation in countries’ test scores; nearly 90% is attributable to other, unclear reasons. However, the OECD looked at the absolute level of test scores and not how much test scores fell or rose. More analysis is needed to see if there’s a stronger link between school closures and test score changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math performance has been deteriorating worldwide for two decades, but the US lags behind other advanced nations. Source: OECD PISA 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if school closures eventually prove to be a more important factor, the pandemic isn’t the only reason students are struggling. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.19.02-AM.png\">\u003cspan style=\"font-weight: 400\">Global scores have generally been declining for the past two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One hypothesis is that technology is distracting teenagers. Students were asked about technology distraction for the first time on the 2022 PISA. Forty-five percent of students said they feel anxious if their phones are not near them. Sixty-five percent report being distracted by digital devices during math lessons. Up to an hour a day of computer time for leisure was associated with higher performance. But heavy users, those who spent five to seven hours on computers for fun, had lower academic performance, even after adjusting for family and school socioeconomic profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another factor could be the rise in migration across the world. Perhaps declining test scores reflect the challenge of educating new immigrants. However, the OECD didn’t find a statistically significant correlation between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.22.06-AM.png\">\u003cspan style=\"font-weight: 400\">immigration and academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. In the United States, immigrants outscored students with native-born parents in math after adjusting for socio-economic status. There was no difference between immigrants and non-immigrants in reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Japan was one of the few countries to defy the trends. Both its math and reading scores rose considerably between 2018 and 2022. Akihiko Takahashi, professor emeritus of mathematics and mathematics education at Chicago’s DePaul University, said schools were closed for a shorter period of time in Japan and that helped, but he also credits the collective spirit among Japanese teachers. In his conversations with Japanese teachers, Takahashi learned how teachers covered for each other during school closures to make sure no students in their schools fell behind. Some went house to house, correcting student homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to look at the terrible PISA math scores and say they are evidence that the U.S. needs to change how it teaches math. But the PISA results don’t offer clear recommendations on which math approaches are most effective. Even Japan, one of the top performing nations, has a mixed approach. Takahashi says that students are taught with a more progressive approach in elementary school, often asking students to solve problems on their own without step-by-step instructions and to develop their own mathematical reasoning. But by high school, when this PISA exam is taken, direct, explicit instruction is more the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new results also highlighted the continued decline of a former star. For years, Finland was a role model for excellent academic performance. Education officials visited from around the world to learn about its progressive approaches. But the country has dropped 60 points over the past few testing cycles – equivalent to losing three full school years of education. I suspect we won’t be hearing calls to teach the Finnish way anymore. “You have to be careful because the leaders of today can be the laggards of tomorrow,” said Tom Loveless, an independent education researcher who studies international assessments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was one bright spot for American students. Fifteen-year-olds scored comparatively well on the PISA reading test, with their scores dropping by just one point while other countries experienced much steeper declines. But that good news is also tempered by the most recent scores on the National Assessment for Educational Progress (NAEP) test, often called the Nation’s Report Card. \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">\u003cspan style=\"font-weight: 400\">Reading scores of fourth and eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deteriorated over the last two testing cycles in 2019 and 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the PISA results provide additional confirmation that U.S. students are in trouble, especially in math, and we can’t put all the blame on the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003ci>\u003cspan style=\"font-weight: 400\">2022 PISA results\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62834/theres-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic","authors":["byline_mindshift_62834"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21539","mindshift_392","mindshift_21864","mindshift_205"],"featImg":"mindshift_62839","label":"mindshift"},"mindshift_54486":{"type":"posts","id":"mindshift_54486","meta":{"index":"posts_1591205157","site":"mindshift","id":"54486","score":null,"sort":[1569305261000]},"guestAuthors":[],"slug":"how-collaboration-unlocks-learning-and-lessens-student-isolation","title":"How Collaboration Unlocks Learning and Lessens Student Isolation","publishDate":1569305261,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Working together helps students know that obstacles are a shared experience and that they're not alone in their struggles. Collaboration also helps deepen connections to learning. ","status":"publish","parent":0,"modified":1569305261,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1733},"headData":{"title":"How Collaboration Unlocks Learning and Lessens Student Isolation | KQED","description":"Working together helps students know that obstacles are a shared experience and that they're not alone in their struggles. Collaboration also helps deepen connections to learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Collaboration Unlocks Learning and Lessens Student Isolation","datePublished":"2019-09-24T06:07:41.000Z","dateModified":"2019-09-24T06:07:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54486 https://ww2.kqed.org/mindshift/?p=54486","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/23/how-collaboration-unlocks-learning-and-lessens-student-isolation/","disqusTitle":"How Collaboration Unlocks Learning and Lessens Student Isolation","path":"/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20589","mindshift_1028","mindshift_121","mindshift_939","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20943","mindshift_392","mindshift_20893","mindshift_46","mindshift_205"],"featImg":"mindshift_54495","label":"mindshift"},"mindshift_47155":{"type":"posts","id":"mindshift_47155","meta":{"index":"posts_1591205157","site":"mindshift","id":"47155","score":null,"sort":[1482131024000]},"guestAuthors":[],"slug":"what-can-we-learn-from-countries-that-effectively-teach-math","title":"What Can We Learn From Countries That Effectively Teach Math?","publishDate":1482131024,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>How math is taught in the United States and how our students perform on international math tests continue to be areas of intense debate. The most recent \u003ca href=\"http://www.oecd.org/pisa/\" target=\"_blank\">Program for International Student Assessment (PISA)\u003c/a> results for 15-year-olds show a \u003ca href=\"https://www.washingtonpost.com/local/education/on-the-world-stage-us-students-fall-behind/2016/12/05/610e1e10-b740-11e6-a677-b608fbb3aaf6_story.html?utm_term=.057fc98521c7&wpisrc=nl_sb_smartbrief\" target=\"_blank\">significant drop in math performance \u003c/a>between 2012 and 2015 among U.S. students who now rank 40th out of the 73 countries tested. While an international comparison of this sort can never tell the whole story, PISA administrators have started including questions about how students study. The answers to these survey questions about how students approach learning math could help provide some insight into which strategies work and which do not.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.scientificamerican.com/article/why-math-education-in-the-u-s-doesn-t-add-up/\" target=\"_blank\">Scientific American article\u003c/a>, Stanford education professor Jo Boaler and Pablo Zoido, the Education Lead Specialist at the Inter-American Development Bank, explain that students reported three main strategies for learning math: memorizing algorithms, relating new topics to those already learned, and routinely evaluating learning and focusing on areas not yet learned. Boaler and Zoido draw this conclusion:\u003c/p>\n\u003cblockquote>\u003cp>In every country, the memorizers turned out to be the lowest achievers, and countries with high numbers of them—the U.S. was in the top third—also had the highest proportion of teens doing poorly on the PISA math assessment. Further analysis showed that memorizers were approximately half a year behind students who used relational and self-monitoring strategies. In no country were memorizers in the highest-achieving group, and in some high-achieving economies, the differences between memorizers and other students were substantial. In France and Japan, for example, pupils who combined self-monitoring and relational strategies outscored students using memorization by more than a year's worth of schooling.\u003c/p>\n\u003cp>The U.S. actually had more memorizers than South Korea, long thought to be the paradigm of rote learning. Why? Because American schools routinely present mathematics procedurally, as sets of steps to memorize and apply. Many teachers, faced with long lists of content to cover to satisfy state and federal requirements, worry that students do not have enough time to explore math topics in depth. Others simply teach as they were taught. And few have the opportunity to stay current with what research shows about how kids learn math best: as an open, conceptual, inquiry-based subject.\u003c/p>\u003c/blockquote>\n\u003cp>Boaler and Zoido go on to recommend that math teachers focus on presenting students with visual, engaging tasks that let students \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">grapple with the problem\u003c/a>, test out various strategies, and thus gain a deeper understanding of core concepts. They point to research showing that students who solve problems by memorizing algorithms use a completely different part of the brain than those who work out the problem with various strategies. They posit that if the U.S. wants to improve the math abilities of its young people, it must heed the research and switch approaches.\u003c/p>\n\u003cp>Countries like Canada, Estonia, Germany and Hong Kong emerged as \u003ca href=\"https://www.bloomberg.com/news/articles/2016-12-06/rich-poor-achievement-gap-is-narrowing-in-american-education\" target=\"_blank\">leaders in math education from the 2015 PISA\u003c/a> results. Not only do students in these countries score well, but the gaps between rich and poor students are much smaller.\u003c/p>\n\u003cp>https://www.scientificamerican.com/article/why-math-education-in-the-u-s-doesn-t-add-up/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Math instruction that asks students to primarily memorize algorithms, and doesn't provide enough time to grapple with deeper concepts, emerges as the least effective way to teach.","status":"publish","parent":0,"modified":1482131024,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":535},"headData":{"title":"What Can We Learn From Countries That Effectively Teach Math? | KQED","description":"Math instruction that asks students to primarily memorize algorithms, and doesn't provide enough time to grapple with deeper concepts, emerges as the least effective way to teach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can We Learn From Countries That Effectively Teach Math?","datePublished":"2016-12-19T07:03:44.000Z","dateModified":"2016-12-19T07:03:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47155 http://ww2.kqed.org/mindshift/?p=47155","disqusUrl":"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/","disqusTitle":"What Can We Learn From Countries That Effectively Teach Math?","path":"/mindshift/47155/what-can-we-learn-from-countries-that-effectively-teach-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>How math is taught in the United States and how our students perform on international math tests continue to be areas of intense debate. The most recent \u003ca href=\"http://www.oecd.org/pisa/\" target=\"_blank\">Program for International Student Assessment (PISA)\u003c/a> results for 15-year-olds show a \u003ca href=\"https://www.washingtonpost.com/local/education/on-the-world-stage-us-students-fall-behind/2016/12/05/610e1e10-b740-11e6-a677-b608fbb3aaf6_story.html?utm_term=.057fc98521c7&wpisrc=nl_sb_smartbrief\" target=\"_blank\">significant drop in math performance \u003c/a>between 2012 and 2015 among U.S. students who now rank 40th out of the 73 countries tested. While an international comparison of this sort can never tell the whole story, PISA administrators have started including questions about how students study. The answers to these survey questions about how students approach learning math could help provide some insight into which strategies work and which do not.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.scientificamerican.com/article/why-math-education-in-the-u-s-doesn-t-add-up/\" target=\"_blank\">Scientific American article\u003c/a>, Stanford education professor Jo Boaler and Pablo Zoido, the Education Lead Specialist at the Inter-American Development Bank, explain that students reported three main strategies for learning math: memorizing algorithms, relating new topics to those already learned, and routinely evaluating learning and focusing on areas not yet learned. Boaler and Zoido draw this conclusion:\u003c/p>\n\u003cblockquote>\u003cp>In every country, the memorizers turned out to be the lowest achievers, and countries with high numbers of them—the U.S. was in the top third—also had the highest proportion of teens doing poorly on the PISA math assessment. Further analysis showed that memorizers were approximately half a year behind students who used relational and self-monitoring strategies. In no country were memorizers in the highest-achieving group, and in some high-achieving economies, the differences between memorizers and other students were substantial. In France and Japan, for example, pupils who combined self-monitoring and relational strategies outscored students using memorization by more than a year's worth of schooling.\u003c/p>\n\u003cp>The U.S. actually had more memorizers than South Korea, long thought to be the paradigm of rote learning. Why? Because American schools routinely present mathematics procedurally, as sets of steps to memorize and apply. Many teachers, faced with long lists of content to cover to satisfy state and federal requirements, worry that students do not have enough time to explore math topics in depth. Others simply teach as they were taught. And few have the opportunity to stay current with what research shows about how kids learn math best: as an open, conceptual, inquiry-based subject.\u003c/p>\u003c/blockquote>\n\u003cp>Boaler and Zoido go on to recommend that math teachers focus on presenting students with visual, engaging tasks that let students \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">grapple with the problem\u003c/a>, test out various strategies, and thus gain a deeper understanding of core concepts. They point to research showing that students who solve problems by memorizing algorithms use a completely different part of the brain than those who work out the problem with various strategies. They posit that if the U.S. wants to improve the math abilities of its young people, it must heed the research and switch approaches.\u003c/p>\n\u003cp>Countries like Canada, Estonia, Germany and Hong Kong emerged as \u003ca href=\"https://www.bloomberg.com/news/articles/2016-12-06/rich-poor-achievement-gap-is-narrowing-in-american-education\" target=\"_blank\">leaders in math education from the 2015 PISA\u003c/a> results. Not only do students in these countries score well, but the gaps between rich and poor students are much smaller.\u003c/p>\n\u003cp>https://www.scientificamerican.com/article/why-math-education-in-the-u-s-doesn-t-add-up/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47155/what-can-we-learn-from-countries-that-effectively-teach-math","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20512","mindshift_392","mindshift_205"],"featImg":"mindshift_47157","label":"mindshift"},"mindshift_46078":{"type":"posts","id":"mindshift_46078","meta":{"index":"posts_1591205157","site":"mindshift","id":"46078","score":null,"sort":[1470922290000]},"guestAuthors":[],"slug":"the-connections-between-computer-use-and-learning-outcomes-in-students","title":"The Connections Between Computer Use and Learning Outcomes in Students","publishDate":1470922290,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better.","status":"publish","parent":0,"modified":1470939262,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1344},"headData":{"title":"The Connections Between Computer Use and Learning Outcomes in Students | KQED","description":"Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Connections Between Computer Use and Learning Outcomes in Students","datePublished":"2016-08-11T13:31:30.000Z","dateModified":"2016-08-11T18:14:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46078 http://ww2.kqed.org/mindshift/?p=46078","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/","disqusTitle":"The Connections Between Computer Use and Learning Outcomes in Students","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-in-classrooms\">NPR\u003c/a>","nprImageAgency":"NPR","nprStoryId":"488728266","nprApiLink":"http://api.npr.org/query?id=488728266&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-in-classrooms?ft=nprml&f=488728266","nprRetrievedStory":"1","nprPubDate":"Thu, 11 Aug 2016 06:06:00 -0400","nprStoryDate":"Thu, 11 Aug 2016 06:06:11 -0400","nprLastModifiedDate":"Thu, 11 Aug 2016 06:06:11 -0400","path":"/mindshift/46078/the-connections-between-computer-use-and-learning-outcomes-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46078/the-connections-between-computer-use-and-learning-outcomes-in-students","authors":["byline_mindshift_46078"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_962","mindshift_20784","mindshift_1040","mindshift_205","mindshift_20745"],"featImg":"mindshift_46079","label":"mindshift"},"mindshift_40124":{"type":"posts","id":"mindshift_40124","meta":{"index":"posts_1591205157","site":"mindshift","id":"40124","score":null,"sort":[1429192004000]},"guestAuthors":[],"slug":"the-math-question-that-stumped-the-internet","title":"The Math Question That Stumped the Internet","publishDate":1429192004,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Last weekend, a TV host in Singapore posted a math logic problem that had people all over the world arguing about the answer. It's a good example of the kind of math that has won Singapore accolades for math instruction and high scores on the Program for International Student Assessment (PISA) test. Finally, math took center stage for a moment of viral Internet fun. Terrance Foss broke down the short-lived phenomenon for \u003ca href=\"http://www.theatlantic.com/education/archive/2015/04/the-math-question-that-went-viral/390411/\" target=\"_blank\">The Atlantic \u003c/a>and Katherine Schulten turned the fuss \u003ca href=\"http://learning.blogs.nytimes.com/2015/04/15/6-qs-about-the-news-a-math-problem-from-singapore-goes-viral/?ref=education\" target=\"_blank\">into a lesson\u003c/a> for the New York Times Learning Network.\u003c/p>\n\u003cp>But the real question is--can you figure out when Cheryl's birthday is?\u003cbr>\nhttp://www.theatlantic.com/education/archive/2015/04/the-math-question-that-went-viral/390411/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Singaporean students have earned some of the highest scores on international tests with a curriculum focused on logic.","status":"publish","parent":0,"modified":1456262145,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":126},"headData":{"title":"The Math Question That Stumped the Internet | KQED","description":"Singaporean students have earned some of the highest scores on international tests with a curriculum focused on logic.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Math Question That Stumped the Internet","datePublished":"2015-04-16T13:46:44.000Z","dateModified":"2016-02-23T21:15:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40124 http://ww2.kqed.org/mindshift/?p=40124","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/16/the-math-question-that-stumped-the-internet/","disqusTitle":"The Math Question That Stumped the Internet","path":"/mindshift/40124/the-math-question-that-stumped-the-internet","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last weekend, a TV host in Singapore posted a math logic problem that had people all over the world arguing about the answer. It's a good example of the kind of math that has won Singapore accolades for math instruction and high scores on the Program for International Student Assessment (PISA) test. Finally, math took center stage for a moment of viral Internet fun. Terrance Foss broke down the short-lived phenomenon for \u003ca href=\"http://www.theatlantic.com/education/archive/2015/04/the-math-question-that-went-viral/390411/\" target=\"_blank\">The Atlantic \u003c/a>and Katherine Schulten turned the fuss \u003ca href=\"http://learning.blogs.nytimes.com/2015/04/15/6-qs-about-the-news-a-math-problem-from-singapore-goes-viral/?ref=education\" target=\"_blank\">into a lesson\u003c/a> for the New York Times Learning Network.\u003c/p>\n\u003cp>But the real question is--can you figure out when Cheryl's birthday is?\u003cbr>\nhttp://www.theatlantic.com/education/archive/2015/04/the-math-question-that-went-viral/390411/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40124/the-math-question-that-stumped-the-internet","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_392","mindshift_205"],"featImg":"mindshift_40126","label":"mindshift"},"mindshift_18144":{"type":"posts","id":"mindshift_18144","meta":{"index":"posts_1591205157","site":"mindshift","id":"18144","score":null,"sort":[1326485868000]},"guestAuthors":[],"slug":"whats-so-great-about-schools-in-finland","title":"What's So Great About Schools in Finland?","publishDate":1326485868,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_18186\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/uncle-leo/4601492261/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4601492261_599b55ef54_z1-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The world looks to schools like this in Vantaankosken, Finland, as the model of success.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #ff6600\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1326488144,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":871},"headData":{"title":"What's So Great About Schools in Finland? | KQED","description":"Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students. International and American media are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the PISA survey is","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's So Great About Schools in Finland?","datePublished":"2012-01-13T20:17:48.000Z","dateModified":"2012-01-13T20:55:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18144 http://blogs.kqed.org/mindshift/?p=18144","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/13/whats-so-great-about-schools-in-finland/","disqusTitle":"What's So Great About Schools in Finland?","path":"/mindshift/18144/whats-so-great-about-schools-in-finland","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18186\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/uncle-leo/4601492261/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4601492261_599b55ef54_z1-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The world looks to schools like this in Vantaankosken, Finland, as the model of success.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #ff6600\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18144/whats-so-great-about-schools-in-finland","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_108","mindshift_799","mindshift_205"],"featImg":"mindshift_18186","label":"mindshift"},"mindshift_4999":{"type":"posts","id":"mindshift_4999","meta":{"index":"posts_1591205157","site":"mindshift","id":"4999","score":null,"sort":[1291842053000]},"guestAuthors":[],"slug":"secrets-to-success-in-shanghai-test-scores","title":"Secrets to Success in Shanghai Test Scores","publishDate":1291842053,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Some highlights from yesterday's New York Times: \"\u003ca href=\"http://www.nytimes.com/2010/12/07/education/07education.html\">Top Test Scores from Shanghai Stun Educators\u003c/a>,\" which discusses Shanghai's high achievement rates in an international assessment test known as PISA.\u003c/p>\n\u003cp>\"The results ... appeared to reflect the culture of education there, including greater emphasis on teacher training and more time spent on studying rather than extracurricular activities like sports,\" writes Sam Dillon.\u003c/p>\n\u003cblockquote>\u003cp>“We have to see this as a wake-up call,” Secretary of Education \u003ca title=\"More articles about Arne Duncan.\" href=\"http://topics.nytimes.com/top/reference/timestopics/people/d/arne_duncan/index.html?inline=nyt-per\">Arne Duncan\u003c/a> said in an interview on Monday.\u003c/p>\n\u003cp>“I know skeptics will want to argue with the results, but we consider them to be accurate and reliable, and we have to see them as a challenge to get better,” he added. “The United States came in 23rd or 24th in most subjects. We can quibble, or we can face the brutal truth that we’re being out-educated.”\u003c/p>\n\u003cp>“Fifty years later, our generation’s Sputnik moment is back,” Mr. Obama said. With billions of people in India and China “suddenly plugged into the world economy,” he said, nations with the most educated workers will prevail. “As it stands right now,” he said, “America is in danger of falling behind.”\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1291851209,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":211},"headData":{"title":"Secrets to Success in Shanghai Test Scores | KQED","description":"Some highlights from yesterday's New York Times: "Top Test Scores from Shanghai Stun Educators," which discusses Shanghai's high achievement rates in an international assessment test known as PISA. "The results ... appeared to reflect the culture of education there, including greater emphasis on teacher training and more time spent on studying rather than extracurricular activities","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Secrets to Success in Shanghai Test Scores","datePublished":"2010-12-08T21:00:53.000Z","dateModified":"2010-12-08T23:33:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"4999 http://blogs.kqed.org/mindshift/?p=4999","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/08/secrets-to-success-in-shanghai-test-scores/","disqusTitle":"Secrets to Success in Shanghai Test Scores","path":"/mindshift/4999/secrets-to-success-in-shanghai-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some highlights from yesterday's New York Times: \"\u003ca href=\"http://www.nytimes.com/2010/12/07/education/07education.html\">Top Test Scores from Shanghai Stun Educators\u003c/a>,\" which discusses Shanghai's high achievement rates in an international assessment test known as PISA.\u003c/p>\n\u003cp>\"The results ... appeared to reflect the culture of education there, including greater emphasis on teacher training and more time spent on studying rather than extracurricular activities like sports,\" writes Sam Dillon.\u003c/p>\n\u003cblockquote>\u003cp>“We have to see this as a wake-up call,” Secretary of Education \u003ca title=\"More articles about Arne Duncan.\" href=\"http://topics.nytimes.com/top/reference/timestopics/people/d/arne_duncan/index.html?inline=nyt-per\">Arne Duncan\u003c/a> said in an interview on Monday.\u003c/p>\n\u003cp>“I know skeptics will want to argue with the results, but we consider them to be accurate and reliable, and we have to see them as a challenge to get better,” he added. “The United States came in 23rd or 24th in most subjects. We can quibble, or we can face the brutal truth that we’re being out-educated.”\u003c/p>\n\u003cp>“Fifty years later, our generation’s Sputnik moment is back,” Mr. Obama said. With billions of people in India and China “suddenly plugged into the world economy,” he said, nations with the most educated workers will prevail. “As it stands right now,” he said, “America is in danger of falling behind.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/4999/secrets-to-success-in-shanghai-test-scores","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_108","mindshift_205"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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