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Student attitudes toward integrated mathematics.

Article Excerpt
Abstract

In these days of national and state standards, accountability and high-stakes testing, one middle school in South Texas attempted an alternative mathematics program aimed at improving students' attitudes towards mathematics with much success.

Introduction

One main message emerged from the results of the Third International Mathematics and Science Study (U.S. Department of Education, 1998). U.S. students do not start out behind; they fall behind. The United States is the only TIMSS nation that went from above average in mathematics in fourth grade to below average in eighth grade (U.S. Department of Education, 1998). It would appear that U.S. students either lose interest, lack motivation, or may be negatively influenced in the mathematics classes they are attending during their middle school and high school grades. Students move from the elementary grades to middle school and eventually into high school without the knowledge, direction, and self-confidence they need (Mizell, 1999). The creation of middle schools was motivated by research showing that young adolescents have distinct developmental needs. They are no longer dependent on the structures that characterize elementary education but they are also not yet ready for the independence of high school. Middle school students demand something different--something that recognizes and builds on their distinctive strengths (The Edna McConnell Clark Foundation, 1997). Advocates for middle schools have insisted on school structures that foster a sense of belonging, confidence, and self esteem in young adolescents, and that support multifaceted learning, meaningful participation in school life, and positive social interaction with adults and peers (Wheelock, 1995). Through these difficult and awkward years, the middle school student needs the understanding and support of schools in order to achieve maximum potential. The National Middle School Association (1999) recognized five key components of exemplary middle schools. The components included (1) interdisciplinary teaming; (2) advisory programs; (3) varied instruction; (4) exploratory programs; and (5) transition programs.

There clearly needs to be a dramatic, rapid, and fundamental improvement in mathematics and science education, particularly in our middle schools and high schools (U.S. Department of Education, 1998). During this period, middle school students form conceptions about themselves as mathematical learners including interest, competence, attitude, and motivation. These conceptions influence how they approach mathematics in high school, which may ultimately influence their life opportunities. In these days of national and state standards, accountability and high-stakes testing, and the charge of leaving no child behind, one middle school in South Texas attempted an alternative practice with much success. "Intelligent Integration" was a program in the urban school's sixth grade utilizing mathematics and science integration along with other pedagogical practices. The program was implemented in six of twelve mathematics classes. The "Intelligent Integration" classes...

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