Tuesday, June 16, 2009
Friday, June 12, 2009
more on fractals
trust that all is well. a quick note in response to many comments received on the african fractal stuff. here is an introduction to some of the current current thinking on this matters. the speaker is robert devaney. a personal note: i owe bob devaney a personal debt of gratitude. it was a course on his book that that opened my eyes to the world of living mathematics. the pictures are beautiful and the logic clear. take a look at the presentation.
1.
2. for a little more weird try zooming in on a mandelbrot set.
3. Finally, for some explanations, see .
4. a nice exercise would be to view the presentation above through the lens of eglash and to eglash through these lens.
5. let's set up a little group to learn about the mandelbrot set in the fall.
6. go kobe!
smile and be well.
1.
2. for a little more weird try zooming in on a mandelbrot set.
3. Finally, for some explanations, see .
4. a nice exercise would be to view the presentation above through the lens of eglash and to eglash through these lens.
5. let's set up a little group to learn about the mandelbrot set in the fall.
6. go kobe!
smile and be well.
Monday, June 8, 2009
Ron Eglash, African fractals
while writing about the Aframath conference yesterday i was reminded of this presentation by ron eglash. i add it to the blog as a resource. the following is taken from ron eglash's profile on ted.
Why you should listen to him?
mentalacrobatics.com
"Ethno-mathematician" Ron Eglash is the author of African Fractals, a book that examines the fractal patterns underpinning architecture, art and design in many parts of Africa. By looking at aerial-view photos -- and then following up with detailed research on the ground -- Eglash discovered that many African villages are purposely laid out to form perfect fractals, with self-similar shapes repeated in the rooms of the house, and the house itself, and the clusters of houses in the village, in mathematically predictable patterns.
As he puts it: "When Europeans first came to Africa, they considered the architecture very disorganized and thus primitive. It never occurred to them that the Africans might have been using a form of mathematics that they hadn't even discovered yet."
His other areas of study are equally fascinating, including research into African and Native American cybernetics, teaching kids math through culturally specific design tools (such as the Virtual Breakdancer applet, which explores rotation and sine functions), and race and ethnicity issues in science and technology. Eglash teaches in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute in New York, and he recently co-edited the book Appropriating Technology, about how we reinvent consumer tech for our own uses.
"Next time you bump into one of those idiots who starts asking you questions like, 'where is the African Mozart, or where is the African Brunel?' -- implying that Africans do not think -- send them a copy of Ron Eglash’s study of fractals in African architecture and watch their heads explode."
Why you should listen to him?
mentalacrobatics.com
"Ethno-mathematician" Ron Eglash is the author of African Fractals, a book that examines the fractal patterns underpinning architecture, art and design in many parts of Africa. By looking at aerial-view photos -- and then following up with detailed research on the ground -- Eglash discovered that many African villages are purposely laid out to form perfect fractals, with self-similar shapes repeated in the rooms of the house, and the house itself, and the clusters of houses in the village, in mathematically predictable patterns.
As he puts it: "When Europeans first came to Africa, they considered the architecture very disorganized and thus primitive. It never occurred to them that the Africans might have been using a form of mathematics that they hadn't even discovered yet."
His other areas of study are equally fascinating, including research into African and Native American cybernetics, teaching kids math through culturally specific design tools (such as the Virtual Breakdancer applet, which explores rotation and sine functions), and race and ethnicity issues in science and technology. Eglash teaches in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute in New York, and he recently co-edited the book Appropriating Technology, about how we reinvent consumer tech for our own uses.
"Next time you bump into one of those idiots who starts asking you questions like, 'where is the African Mozart, or where is the African Brunel?' -- implying that Africans do not think -- send them a copy of Ron Eglash’s study of fractals in African architecture and watch their heads explode."
Sunday, June 7, 2009
Aframath 2009 II
trust that all is well. hope that your are enjoying the slowly emerging summer and some playoff basketball. in particular, i hope that you are taking the time to appreciate kobe's nimble and mesmerizing footwork. here is a bit more of my notes from the inspiring program on african americans and mathematics, Aframath2009, held at boston university on april 25, 2009. after dean elmore's welcome.the next speaker was don king of the department of mathematics at northeastern university in boston.
. prof. king offered reflections on mathematics and culture. as an aside, i read an article in papers this morning on this issue by nicholas kristof entitled "rising above iq". in the article mr. kristof argues that three racial/ethnic groups that have been unusually successful in america. these groups are asian-americans, jews and west indian blacks. he suggests that there may be some lessons lurking in the "cultural dna" of these groups for the rest of us. for a critique of assorted ethnic myths: the horatio alger theory of jewish success, the cultural explanation of jewish intellectualism and catholic anti-intellectualism, the cultural basis of black poverty and the ethnic explanation of the black west indian academic success one should read the ethnic myth, race, ethnicity and class in America, by stephen steinberg. at it's core,however, prof. king's presentation called for an investigation of some of these ideas. he began by drawing attention to george gheverghese joseph's, "the crest of the peacock: non-european roots of mathematics. the title, taken from an indian source of the fifth pre christian century: "like the crest of a peacock, like the gem on the head of a snake, so is mathematics at the head of all knowledge." in this book,joseph demonstrates that human beings everywhere have been capable of innovative and advanced mathematical thinking. he traces the history of mathematics from the ishango bone in central africa and the inca quipu of south america about 20,000 years ago to the dawn of modern mathematics. bringing this spirit to the present prof. king challenged the audience to think about the innovative and mathematical thinking that has been and continues to be a part of the black community. to this end he offered the following questions for consideration: (i) what role does the "traditional" black culture play in our work? (ii)what role does the "contemporary" black culture play in our work? (iii) how does our work fit into "traditional/contemporary" black culture?(iv)what role does it play in informing, shaping, influencing "traditional/contemporary" black culture? (v) how do we integrate contemporary culture in our work as mathematicians in 2009? these are difficult questions with no easy answers. he offered a few examples. the first was sylvester james gates jr. sylvester james gates, jr. has a number of "firsts" to his name. his doctoral dissertation at M.I.T. was the first ever at that university on supersymmetry. in 1994, he became the first recipient of the American Physical Society's Edward A. Bouchet Award, given to a minority physicist who has made significant contributions to his field. and when in 1998 he was named the first john s. toll professor of physics at the university of maryland, he became the first african-american to hold an endowed chair in physics at a major U.S. research university. prof. gates has integrated adinkra symbols [it would be nice to see a few of these as tattoos.maybe i'd come to better appreciate the art. smile] to graphs used in string theory. his next example was prof. robert hampshire who has been using an online comic to bring some ideas in operations research to a different audience. check it out. the final example was irene smalls children's author and story teller who has been introducing math themes in her books. kobe coronation preparations call. more to come. be well.
. prof. king offered reflections on mathematics and culture. as an aside, i read an article in papers this morning on this issue by nicholas kristof entitled "rising above iq". in the article mr. kristof argues that three racial/ethnic groups that have been unusually successful in america. these groups are asian-americans, jews and west indian blacks. he suggests that there may be some lessons lurking in the "cultural dna" of these groups for the rest of us. for a critique of assorted ethnic myths: the horatio alger theory of jewish success, the cultural explanation of jewish intellectualism and catholic anti-intellectualism, the cultural basis of black poverty and the ethnic explanation of the black west indian academic success one should read the ethnic myth, race, ethnicity and class in America, by stephen steinberg. at it's core,however, prof. king's presentation called for an investigation of some of these ideas. he began by drawing attention to george gheverghese joseph's, "the crest of the peacock: non-european roots of mathematics. the title, taken from an indian source of the fifth pre christian century: "like the crest of a peacock, like the gem on the head of a snake, so is mathematics at the head of all knowledge." in this book,joseph demonstrates that human beings everywhere have been capable of innovative and advanced mathematical thinking. he traces the history of mathematics from the ishango bone in central africa and the inca quipu of south america about 20,000 years ago to the dawn of modern mathematics. bringing this spirit to the present prof. king challenged the audience to think about the innovative and mathematical thinking that has been and continues to be a part of the black community. to this end he offered the following questions for consideration: (i) what role does the "traditional" black culture play in our work? (ii)what role does the "contemporary" black culture play in our work? (iii) how does our work fit into "traditional/contemporary" black culture?(iv)what role does it play in informing, shaping, influencing "traditional/contemporary" black culture? (v) how do we integrate contemporary culture in our work as mathematicians in 2009? these are difficult questions with no easy answers. he offered a few examples. the first was sylvester james gates jr. sylvester james gates, jr. has a number of "firsts" to his name. his doctoral dissertation at M.I.T. was the first ever at that university on supersymmetry. in 1994, he became the first recipient of the American Physical Society's Edward A. Bouchet Award, given to a minority physicist who has made significant contributions to his field. and when in 1998 he was named the first john s. toll professor of physics at the university of maryland, he became the first african-american to hold an endowed chair in physics at a major U.S. research university. prof. gates has integrated adinkra symbols [it would be nice to see a few of these as tattoos.maybe i'd come to better appreciate the art. smile] to graphs used in string theory. his next example was prof. robert hampshire who has been using an online comic to bring some ideas in operations research to a different audience. check it out. the final example was irene smalls children's author and story teller who has been introducing math themes in her books. kobe coronation preparations call. more to come. be well.
Tuesday, May 12, 2009
Aframath 2009 I
trust all is well. it's been a long time. for the last few weeks i have been dealing with the end of semester crush. all grades are in now so things are reverting to normal. let me once again pick up the reins on this front.
recently, i had the good fortune to participate in an inspiring program on african americans and mathematics. Aframath2009 was held at boston university on april 25, 2009. here are some of my notes from this event.
The first speaker was kenneth elmore, dean of students at boston university.
dean elmore brought the welcome and the charge to those gathered. he began by reminding us of the african american presence in boston from the days of slavery to present. he talked about the role that university has played in the struggle for african american self determination in the city of boston, the state of massachussetts and beyond. he reminded us that the founders of boston university were self made, self taught folk who were firmly against slavery, supported strongly the rights of women and were dedicated to the education of african americans. so, he concluded that it was entirely appropriate that boston university was the site for an Aframath gathering. it was, he noted, that it was no accident that dr. martin luther king jr. received his doctoral degree from boston university in 1955. dean elmore's point of emphasis was to direct the attention of those gathered to the importance of "pop culture" in the lives of student in general and african american students in particular. to this end he challenged us to think creatively about integrating tools of pop culture into the work of the academy. how do we integrate facebook, twitter, blogs,... into the classroom? how do we use technology to leverage our competence and our reach? what are your thoughts on how i might the use of facebook in the classroom? there was a note of urgency in dean elmore's welcome and charge, as he talked about some recent reading, gang leader for a day, by sudhir venkatesh which investigates the lives of youths involved in gangs and offers some insight into the wasted talent in our cities. more to come. be well.
recently, i had the good fortune to participate in an inspiring program on african americans and mathematics. Aframath2009 was held at boston university on april 25, 2009. here are some of my notes from this event.
The first speaker was kenneth elmore, dean of students at boston university.
dean elmore brought the welcome and the charge to those gathered. he began by reminding us of the african american presence in boston from the days of slavery to present. he talked about the role that university has played in the struggle for african american self determination in the city of boston, the state of massachussetts and beyond. he reminded us that the founders of boston university were self made, self taught folk who were firmly against slavery, supported strongly the rights of women and were dedicated to the education of african americans. so, he concluded that it was entirely appropriate that boston university was the site for an Aframath gathering. it was, he noted, that it was no accident that dr. martin luther king jr. received his doctoral degree from boston university in 1955. dean elmore's point of emphasis was to direct the attention of those gathered to the importance of "pop culture" in the lives of student in general and african american students in particular. to this end he challenged us to think creatively about integrating tools of pop culture into the work of the academy. how do we integrate facebook, twitter, blogs,... into the classroom? how do we use technology to leverage our competence and our reach? what are your thoughts on how i might the use of facebook in the classroom? there was a note of urgency in dean elmore's welcome and charge, as he talked about some recent reading, gang leader for a day, by sudhir venkatesh which investigates the lives of youths involved in gangs and offers some insight into the wasted talent in our cities. more to come. be well.
Saturday, April 4, 2009
what is the value of "Motivation"? how important is it in the learning process?
just watched michigan state beat uconn. is michigan state really better than uconn? i think not. michigan state was simply more motivated to get the job done. what is motivation? it the mental vibe that gets us up and keeps us moving toward a desired goal; it is the reason for our action; it is that which gives purpose and direction to our behavior; motivation is key to doing anything. my,now forever late, mentor prof. kodjoe would say, "anyone can do anything with enough time, motivation and help". it is this spirit that must guide us when we participate in the business of teahing african american youth. of course this is complicated. how do i as a teacher discern, tap into the psychology that causes an individual to move in a particular direction? how do i know, a priori, their strengths and the elements of their curiosity? you can't. so what to do? as a start, i suggest that you bring expertise and enthusiasm to the game. this might seem a small thing but expertise and energy will go a long way to alleviating the deadening effects of economic insecurity, poor housing, unsafe neighborhoods, and negative peer influences that often times overwhelm our young people and serve as obstacles to educational motivation. observe well the the beauty, the expertise and the intelligence displayed by the the young on the basketball court,and understand clearly that this is the result of serious effort and energy directed at this task. this is what we need to tap into as a community and we can start by simply raising our own game and our own energy. go villanova. more to come. be well.
see
see
Thursday, March 19, 2009
in brooklyn?
instead of having students take exams in order to benefit from advanced education programs for the gifted, the board of ed will take a more cautious and long-term approach, a high-ranking official said yesterday. the board of ed has announced that it will train 3,000 coordinators responsible for the education of students showing excellent academic results in elementary schools. the so-called gifted coordinators will be sent to elementary schools in every neighborhood in brooklyn to monitor all students, working closely with their teachers, the coordinators will then pick final candidates for special education programs run by public and private universities based on math and science potential. the board of ed also plans to raise the enrollment limit at science high schools and change 100 ordinary high schools into ones that prioritize mathematics and science. special emphasis will be placed on institutions located in poor and underserved neighborhoods. science high schools have traditionally been reserved for geniuses our new schools will be modeled after “super science high schools” in Japan, but directed at all the people according to a board of ed source. smile. now the real story. and more of the real story.
a good idea. a bad idea.
a good idea: In a storefront at a Marblehead strip mall, six students aged 10 to 12 sit at folding tables and stare at math equations handed to them moments before by their teacher. For the next two hours, they will puzzle out dozens of math problems with little assistance. The students are among the first 35 pupils at the newest satellite branch of the Russian School of Mathematics. The school, which teaches algebra to kids as young as 5, began in founder Inessa Rifkin's Newton kitchen 12 years ago. At the time, Rifkin believed her son was underachieving and decided to start a small class for teenagers. Today, the school has 1,800 students at its Newton location, a camp in New Hampshire, and branches in Acton, Marblehead, and San Jose, Calif. The North Shore branch opened earlier this month.
a bad idea:As the New Jersey Department of Education continues to redesign its high school curriculum to add more rigor, officials have moved away from one of the proposed plan's most controversial elements: requiring all students to pass Algebra II. Algebra I already is a graduation requirement for this year's freshman class, and plans are to make geometry - or a course with equivalent content - mandatory. But the proposed Algebra II requirement has been relaxed, enabling students to comply by taking a yet-to-be-designed course that builds on Algebra I and geometry. Marlene Brubaker, a science teacher at Camden County Technical School in Pennsauken, criticized what she called a "one-size-fits-all approach" to education.
"I have the highest regard for people being able to do higher math," Brubaker said. "However, you need to have appropriate levels of math and science for the careers the students are shooting for."
As it is, she said, her students lost time from their technical course work to get tutored for standardized tests in math and language arts. She worries what will happen if the state requires multiple exams for graduation. She would like to see versions of third-year math that target differing needs of students.
At a legislative hearing two months ago, Joseph G. Rosenstein of the New Jersey Mathematics and Science Education Coalition called the Algebra II requirement an "intellectual Ponzi scheme."
-----------------------------
i am not sure what an "intellectual Ponzi scheme" is, but it seems clear to me that the good people of new jersey have this wrong to the detriment of the kids in that state.
a bad idea:As the New Jersey Department of Education continues to redesign its high school curriculum to add more rigor, officials have moved away from one of the proposed plan's most controversial elements: requiring all students to pass Algebra II. Algebra I already is a graduation requirement for this year's freshman class, and plans are to make geometry - or a course with equivalent content - mandatory. But the proposed Algebra II requirement has been relaxed, enabling students to comply by taking a yet-to-be-designed course that builds on Algebra I and geometry. Marlene Brubaker, a science teacher at Camden County Technical School in Pennsauken, criticized what she called a "one-size-fits-all approach" to education.
"I have the highest regard for people being able to do higher math," Brubaker said. "However, you need to have appropriate levels of math and science for the careers the students are shooting for."
As it is, she said, her students lost time from their technical course work to get tutored for standardized tests in math and language arts. She worries what will happen if the state requires multiple exams for graduation. She would like to see versions of third-year math that target differing needs of students.
At a legislative hearing two months ago, Joseph G. Rosenstein of the New Jersey Mathematics and Science Education Coalition called the Algebra II requirement an "intellectual Ponzi scheme."
-----------------------------
i am not sure what an "intellectual Ponzi scheme" is, but it seems clear to me that the good people of new jersey have this wrong to the detriment of the kids in that state.
Wednesday, March 18, 2009
republicans and algebra?
two good ideas: a group of republican lawmakers are pushing an education proposal which will enable florida students to better compete against students worldwide. the bills (HB 1293, SB 2654) would set forth requirements for florida students that would ensure they had to take higher level math and science classes in order to graduate. this can't be done on the cheap so it would be nice to see the republicans, embrace, smile, rep. Dwight Bullard, D-Miami, who is pushing his own education bill that would raise the state sales tax by 1 cent to pay for education. at a Florida Education Association press conference Bullard pointed out that there is no way lawmakers can address standards without looking at the money. he said,“We can't have the conversation about increased standards and not begin to address the issues in and around increasing the funding or providing revenue that will help alleviate the burdens, of teachers, administrators, school boards school systems, et cetera.,” the increase in the sales tax by a penny for three years, would generate $3.5 billion for schools. let's hope the folks in florida do a bit more than "have a conversation", for the kids sake. more to come.
Tuesday, March 17, 2009
who is andres alonso?
Andrés Alonso is an immigrant with four Ivy League degrees. He has been tasked in Baltimore to bring a culture of high achievement to a school system where historically only about half the students have graduated. It is an enormous task, one at which many have failed, not only here but in cities across America. But Alonso, a 51-year-old bachelor, believes fervently that the poor, minority children born into America's underclass don't have to be stuck there. His urgency and intensity, often fueled by little more than diet Lipton green tea, have inspired some employees and alienated others. Read more.
Sunday, March 15, 2009
girls, boys and algebra
here is a story from the phillipines dealing with the performance of girls and boys in 8th grade algebra. read it.
Saturday, March 14, 2009
facing up to the algebra business around the country
here are some recent articles on algebra around the country. we have to bell this cat. there is no way around it. the thing to understand is that this is not very hard to do. what is required is sustained will on the part of the community. the first article deals with some efforts in minnesota Charlie Weaver: What's worse: A tough test or a free pass? and the second concerns efforts in orange county california.
Wednesday, March 11, 2009
something to ponder
Question from Danny Martin, Ph.D., Associate Professor of Education and Mathematics, University of Illinois at Chicago:
While I agree that we need to give focused attention to the needs of African Ameircan males, I am always very troubled by the ways in which these these boys, and their needs, are framed. I am particularly troubled that the needs of African American boys are determined based on how they differ from white boys and African American girls. Comparisons such as these produce the damaging message that African American boys are changeworthty and that there is something wrong with them rather than something being wrong with the practices and systems that devalue their very being. A comparison with white boys, for example, carries with it an assumption that outcomes for white boys should the norm and goal for black boys. I would argue that this is an artificially low standard and that black boys should be allowed to develop and thrive to their full potential, not based on what is deemed acceptable or good for white boys. Comparing black boys to black females carries with it a dangerous and pernicious assault on black masculinity. The assumptions under both comparisons seem to be that, in order to be successful, black boys must become less black (more like white boys) and that they must become more feminine (more like African American girls). What I also find troubling is how many so-called experts and policy-makers proliferate this rhetoric without ever questioning the very premises on which they operate. Anyone who frames the needs of black boys in terms of how they differ from white boys is in no way an expert. To begin your discussion here says that you, a priori, accept the inferiority of African American boys. In my view, there is nothing inherently wrong with black boys. Many of the behaviors of these young boys are responses to systems of oppression that continue to mount vicious assaults on them everyday.
My comments are not meant to romanticize the state of black males. However, I question the very way that the so-called "problem of black boys" is framed. Black boys don't need to be like white boys and black boys don't need to be like African American girls. Black boys need to be cared for, loved, and respected. The truth is that too many people who work in schools and other societal institutions do not care about black boys.
I'd like your guests to comment on my assertions. If the above issues are too heavy-hitting, I'd like your guests to address the following question: How much day-to-day work do you do with African American boys, outside of research?
Thank you.
Danny Martin, Ph.D.
Michael Holzman:
I agree that African American male students should be allowed/encouraged/helped to achieve their full potential.
Comparisons wth White (or Hispanic or Asian) boy and girls are useful for pointing to inequities with the allocation of resources, including teacher professional development.
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these are both valid and necessary ways of seeing the world. i was at a conference once where one of the speakers mentioned that in some not so recent year the number of asian students with perfect act scores was greater than the total number of african american students taking the test. it seems to to me that while we ought to be aware of the negatives of these comparisons we have to face the facts. it's the only way to move forward. more to come.
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While I agree that we need to give focused attention to the needs of African Ameircan males, I am always very troubled by the ways in which these these boys, and their needs, are framed. I am particularly troubled that the needs of African American boys are determined based on how they differ from white boys and African American girls. Comparisons such as these produce the damaging message that African American boys are changeworthty and that there is something wrong with them rather than something being wrong with the practices and systems that devalue their very being. A comparison with white boys, for example, carries with it an assumption that outcomes for white boys should the norm and goal for black boys. I would argue that this is an artificially low standard and that black boys should be allowed to develop and thrive to their full potential, not based on what is deemed acceptable or good for white boys. Comparing black boys to black females carries with it a dangerous and pernicious assault on black masculinity. The assumptions under both comparisons seem to be that, in order to be successful, black boys must become less black (more like white boys) and that they must become more feminine (more like African American girls). What I also find troubling is how many so-called experts and policy-makers proliferate this rhetoric without ever questioning the very premises on which they operate. Anyone who frames the needs of black boys in terms of how they differ from white boys is in no way an expert. To begin your discussion here says that you, a priori, accept the inferiority of African American boys. In my view, there is nothing inherently wrong with black boys. Many of the behaviors of these young boys are responses to systems of oppression that continue to mount vicious assaults on them everyday.
My comments are not meant to romanticize the state of black males. However, I question the very way that the so-called "problem of black boys" is framed. Black boys don't need to be like white boys and black boys don't need to be like African American girls. Black boys need to be cared for, loved, and respected. The truth is that too many people who work in schools and other societal institutions do not care about black boys.
I'd like your guests to comment on my assertions. If the above issues are too heavy-hitting, I'd like your guests to address the following question: How much day-to-day work do you do with African American boys, outside of research?
Thank you.
Danny Martin, Ph.D.
Michael Holzman:
I agree that African American male students should be allowed/encouraged/helped to achieve their full potential.
Comparisons wth White (or Hispanic or Asian) boy and girls are useful for pointing to inequities with the allocation of resources, including teacher professional development.
---------------------------------------------------------------------------------------
these are both valid and necessary ways of seeing the world. i was at a conference once where one of the speakers mentioned that in some not so recent year the number of asian students with perfect act scores was greater than the total number of african american students taking the test. it seems to to me that while we ought to be aware of the negatives of these comparisons we have to face the facts. it's the only way to move forward. more to come.
--------------------------------------------------------------------------------------
Sunday, March 8, 2009
Algebra-for-All Policy Found to Raise Rates Of Failure in Chicago
Algebra-for-All Policy Found to Raise Rates Of Failure in Chicago
this is to be expected. one of the most important issues in this process is developing a cadre of teachers who have real expertise in algebra in particular and mathematics in general. mandating that a larger number of kids take algebra without insisting that the people who teach them actually know algebra is a recipe for higher failure rates. more important, there is no doubt that algebra proficiency is a necessary condition for academic success so the fact that failure rate rises when we insist on broader student participation in the algebra classes is not a reason to stop teaching or to stop insisting on algebra for all ninth graders in chicago. be clear, the african american high school dropout rate is around 50%. this number is a reflection of the inability of our children to deal effectively with basic algebra! we must continue to support efforts that aim to increase our children's participation in this game.
this is to be expected. one of the most important issues in this process is developing a cadre of teachers who have real expertise in algebra in particular and mathematics in general. mandating that a larger number of kids take algebra without insisting that the people who teach them actually know algebra is a recipe for higher failure rates. more important, there is no doubt that algebra proficiency is a necessary condition for academic success so the fact that failure rate rises when we insist on broader student participation in the algebra classes is not a reason to stop teaching or to stop insisting on algebra for all ninth graders in chicago. be clear, the african american high school dropout rate is around 50%. this number is a reflection of the inability of our children to deal effectively with basic algebra! we must continue to support efforts that aim to increase our children's participation in this game.
Saturday, March 7, 2009
Sunday, February 15, 2009
Are there specific methods or classroom practices that motivate students to perform to their potential?
Henry M. Levin:
I am not sure that one can generalize about group size and pedagogy for black males since it depends upon the subject, teacher skills in different instructional modes, and the use of balancing different approaches rather than relying on a single one. However, any approach that more nearly personalizes instruction is helpful. Personalization can be based upon small group or even tutoring approaches. But, it can also draw upon guided independent study on topics of interest or of curiosity to the learner. My own experience suggests that personal mentoring has a very positive effect for the education of black males. If we can get members of the school staff or the larger community to take on mentoring tasks for individuals or small groups(advice, friendship, guidance, connections to employment and other opportunities, assistance with homework and assignments), we can get some very good results.
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...my strong sense-based on at least sixteen years of teaching mathematics in CUNY: this is the surface of the story. what is often missing in most classrooms, at the deepest level, is "a spirit of respect" on the part of those charged with teaching for those who are being taught. how do i quantify this? i am not sure but i know it when i see it and feel it and it is real. anyone who has had reason to go into a public school in nyc will understand what i am saying. the very first encounter with the "public safety officers" is rarely a pleasant one. imagine children being forced to deal with this for most of their formative years. what is the result? many, many exceedingly talented young folk who are conditioned to expect disrespect so their posture is one that puts them in opposition to the teaching and learning game, which requires at the very minimum a level of trust and openess on the part of all parties concerned. that trust has to be earned by the teacher and the institution. it is quite frequently the case that by the time folks are ready to open up the semester is over and the cycle has to start again. the point is that mentoring is not the thing in and of itself, mentoring is a function of that deep respect for the individual who has been put in your charge. folk who respect you will mentor you in a manner most useful to you for they will have taken the time to understand as best as they can what your needs are and how best the skills that they possess best addresses those needs. respect implies mentoring. they will earn your trust. mentoring does not imply respect. it is to this task that we focus our attention: at an individual level, at the level of family, at the level of institutions and at the level of the larger community. let me be clear: black teachers can disrespect black students and white teachers can respect black students. the argument that i am making is not located in skin color.
i am particularly interested in ways in which i might make concrete the "spirit of respect". more to come. thoughts? be well.
see: http://www.edweek.org/chat/transcript_05_17_2007.html
I am not sure that one can generalize about group size and pedagogy for black males since it depends upon the subject, teacher skills in different instructional modes, and the use of balancing different approaches rather than relying on a single one. However, any approach that more nearly personalizes instruction is helpful. Personalization can be based upon small group or even tutoring approaches. But, it can also draw upon guided independent study on topics of interest or of curiosity to the learner. My own experience suggests that personal mentoring has a very positive effect for the education of black males. If we can get members of the school staff or the larger community to take on mentoring tasks for individuals or small groups(advice, friendship, guidance, connections to employment and other opportunities, assistance with homework and assignments), we can get some very good results.
------------------------------------------------------------------------------------------
...my strong sense-based on at least sixteen years of teaching mathematics in CUNY: this is the surface of the story. what is often missing in most classrooms, at the deepest level, is "a spirit of respect" on the part of those charged with teaching for those who are being taught. how do i quantify this? i am not sure but i know it when i see it and feel it and it is real. anyone who has had reason to go into a public school in nyc will understand what i am saying. the very first encounter with the "public safety officers" is rarely a pleasant one. imagine children being forced to deal with this for most of their formative years. what is the result? many, many exceedingly talented young folk who are conditioned to expect disrespect so their posture is one that puts them in opposition to the teaching and learning game, which requires at the very minimum a level of trust and openess on the part of all parties concerned. that trust has to be earned by the teacher and the institution. it is quite frequently the case that by the time folks are ready to open up the semester is over and the cycle has to start again. the point is that mentoring is not the thing in and of itself, mentoring is a function of that deep respect for the individual who has been put in your charge. folk who respect you will mentor you in a manner most useful to you for they will have taken the time to understand as best as they can what your needs are and how best the skills that they possess best addresses those needs. respect implies mentoring. they will earn your trust. mentoring does not imply respect. it is to this task that we focus our attention: at an individual level, at the level of family, at the level of institutions and at the level of the larger community. let me be clear: black teachers can disrespect black students and white teachers can respect black students. the argument that i am making is not located in skin color.
i am particularly interested in ways in which i might make concrete the "spirit of respect". more to come. thoughts? be well.
see: http://www.edweek.org/chat/transcript_05_17_2007.html
Wednesday, February 11, 2009
black history month and mathematics?
trust all is well. the last few days have been busy ones but i have wanted to share a bit on black folks and science and mathematics in the spirit of black history month. this got me to thinking about the role and function of history in the culture. the answers are many but at minimum, it seems to me, history is a mirror, a mirror in which is reflected, who we are, where we come from, and where we might be going thus the absence of history is a deep rift which has left many of us cut off from those sources of wisdom that can sustain us. on a personal note it always seems a painful to me when making family trees that so many branches end abruptly. no more questions to be asked or answered, nothing more to be said. how much science and mathematics lost never to be recovered? what the mathematicians who perished in the middle passage? who holds their banner aloft? on a more cynical note i wondered about black history month in europe, in south america, the caribbean and in africa itself. how early did africans come to london or mexico.. see the website on mathematics and the african diaspora it is perhaps the best attempt to deal with black folk and their involvement with mathematics throughout the ages. be well.
Monday, February 9, 2009
another stimulus package?
“I’m a high school math teacher who is trying to assemble an extra-credit reading list. I want to give my students (ages 16-18) the opportunity/motivation to learn about stimulating mathematical ideas that fall outside of the curriculum I’m bound to teach... I am looking for books that are well-written, engaging, and accessible to someone who doesn’t have a lot of college-level mathematical training...."
i have gathered below some of the responses. a suggestion: pick two titles that appeal to you. buy one for your self and the other for someone who you think might find it useful. ideas matter. thinking matters and given the nature of the challenge that we face we all ought to be involved in it.
“Introduction to Mathematical Reasoning” by Peter Ecceles.
“Intuitive Topology” by Prasolo
The Moscow Puzzles (Kordemsky) and Mathematical Circles: Russian Experience (Fomin).
Flatland by Edwin Abbott
How to Lie with Statistics by Darrell Huff & Irving Geis
The Code Book, by Simon Singh
George Polya’s “How to Solve It”
Imre Lakatos’s “Proofs and Refutations”
The Symmetry of Things, by John H. Conway, Heidi Burgiel, and Chaim Goodman-Strauss.
Famous Problems in Geometry and how to Solve them
Fermat’s Enigma, by Simon Singh
Fundamentals of Mathematics” by Moses Richardson
“Zero: The Biography of a Dangerous Idea” by Charles Seife.
Forever Undecided: A Puzzle Guide to Godel”, by Ray Smullyan.
Coincidences, Chaos, and All That Math Jazz.
“One, Two Three . . . Infinity” - by George Gamov was a fun general read.
Feynman’s Lectures
“Conceptual Mathematics”.
Courant & Robbins ‘What is Mathematics?’.
Weyl’s ‘Symmetry’.
The Art of Problem Solving - volumes 1 and 2 - by Richard Rusczyk and Sandor Lehoczky
Calculus: An Intuitive and Physical Approach
J. Weeks, The Shape of Space
T. Needham, Visual Complex Analysis
one to infinity that is a collection of all the major papers of mathematicians throughout history.
From Here to Infinity by Ian Stewart.
The Knot Book by Colin C Adams.
“Number Theory in Science and Communication: With Applications to Cryptography,
Physics, Digital Information, Computing and Self-Similarity” by Manfred Schroeder.
Chaos by James Gleich.
Berlinghoff and Gouvêa, Math Through The Ages. Published by Mathematical Association of America.
Surreal Numbers, by Donald Knuth
The Book of Numbers, by John Conway and Richard Guy
QED: The Strange Theory of Light and Matter, by Richard Feynman
Chaos, by James Gleick
The Cartoon Guide to Statistics, by Larry Gonick and Woollcott Smith
The Manga Guide to Statistics, by Shin Takahashi
Richard Courant’s What is Mathematics?.
more to come. be well.
i have gathered below some of the responses. a suggestion: pick two titles that appeal to you. buy one for your self and the other for someone who you think might find it useful. ideas matter. thinking matters and given the nature of the challenge that we face we all ought to be involved in it.
“Introduction to Mathematical Reasoning” by Peter Ecceles.
“Intuitive Topology” by Prasolo
The Moscow Puzzles (Kordemsky) and Mathematical Circles: Russian Experience (Fomin).
Flatland by Edwin Abbott
How to Lie with Statistics by Darrell Huff & Irving Geis
The Code Book, by Simon Singh
George Polya’s “How to Solve It”
Imre Lakatos’s “Proofs and Refutations”
The Symmetry of Things, by John H. Conway, Heidi Burgiel, and Chaim Goodman-Strauss.
Famous Problems in Geometry and how to Solve them
Fermat’s Enigma, by Simon Singh
Fundamentals of Mathematics” by Moses Richardson
“Zero: The Biography of a Dangerous Idea” by Charles Seife.
Forever Undecided: A Puzzle Guide to Godel”, by Ray Smullyan.
Coincidences, Chaos, and All That Math Jazz.
“One, Two Three . . . Infinity” - by George Gamov was a fun general read.
Feynman’s Lectures
“Conceptual Mathematics”.
Courant & Robbins ‘What is Mathematics?’.
Weyl’s ‘Symmetry’.
The Art of Problem Solving - volumes 1 and 2 - by Richard Rusczyk and Sandor Lehoczky
Calculus: An Intuitive and Physical Approach
J. Weeks, The Shape of Space
T. Needham, Visual Complex Analysis
one to infinity that is a collection of all the major papers of mathematicians throughout history.
From Here to Infinity by Ian Stewart.
The Knot Book by Colin C Adams.
“Number Theory in Science and Communication: With Applications to Cryptography,
Physics, Digital Information, Computing and Self-Similarity” by Manfred Schroeder.
Chaos by James Gleich.
Berlinghoff and Gouvêa, Math Through The Ages. Published by Mathematical Association of America.
Surreal Numbers, by Donald Knuth
The Book of Numbers, by John Conway and Richard Guy
QED: The Strange Theory of Light and Matter, by Richard Feynman
Chaos, by James Gleick
The Cartoon Guide to Statistics, by Larry Gonick and Woollcott Smith
The Manga Guide to Statistics, by Shin Takahashi
Richard Courant’s What is Mathematics?.
more to come. be well.
Saturday, February 7, 2009
math literacy and the stimulus: what's in it for you?
a thought on the reinvestment package: it will transform the american and the global economic game in a fundamental way. the era of carbon based energy is over. these are huge, and welcome, investments in science and technology directed to this end. it is important that we understand what is happening and take the steps necessary to ensure broad based african american participation in this reinvestment package. this requires that our communities and our local institutions-churches, schools, colleges, etc pay close attention to the forms, the applications, the questionnaires, timetables, catalogues, programs, diplomas, advertisements,...and so on. the ability of a community to effectively manage the bureaucracy is, i submit, a form of math literacy.
a sampling of the initiatives in the package:
Support for Science and Math Education
* $100 million to the National Science Foundation to improve instruction in science, math and engineering.
Total: $100 million
Energy Efficiency Weatherization
* $6.0 billion for increasing energy efficiency and conservation in federal buildings.
* $3.5 billion in Energy Efficiency and Conservation Block Grants to help state and local governments make investments that make them more energy efficient and reduce carbon emissions.
* $3.4 billion for State Energy Programs, to support residential, commercial, and governmental retrofits.
* $500 million in loan guarantees to help institutions implement sustainable energy infrastructure projects. It is estimated that this will support $5 billion in loans.
* $2.5 billion for a new program to upgrade HUD sponsored low-income housing to increase energy efficiency, including new insulation, windows, and furnaces.
* $1.5 billion for energy sustainability and efficiency grants and loans to help school districts, institutes of higher education, local governments, and municipal utilities implement projects that will make them more energy efficient.
* $5 billion to HUD for public housing building repair and modernization, including critical safety repairs.
* $1.5 billion to the HOME Program to help local communities build and rehabilitate low-income housing using green technologies.
* $500 million to rehabilitate and improve energy efficiency at some of the over 42,000 housing units maintained by Native American housing programs.
* $10 million for rural, high-need areas to undertake projects using sustainable and energy-efficient building and rehabilitation practices.
* $20 billion for 21st Century Green High-Performance school construction, renovation, and modernization including energy efficiency improvements.
* $4.5 billion for renovation and energy efficiency improvements in Department of Defense facilities.
* $1.5 billion for renovation of NIH university-based research centers, with priority for upgrades that improve energy efficiency.
* $950 million for renovation of Veterans Affairs facilities including energy efficiency upgrades.
Total: $51.36 billion
* $6.2 billion for the Weatherization Assistance Program to help low-income families reduce their energy costs by weatherizing their homes and make our country more energy efficient.
* $1 billion for LIHEAP to help low-income families pay for home heating and cooling at a time of rising energy costs.
* $300 million to provide consumers with rebates for buying energy efficient Energy Star products to replace old appliances.
Total: $7.5 billion
Green-Collar Job Training
* $500 million for WIA training programs in renewable energy and energy efficiency defined in Green Jobs Act.
* $300 million to upgrade Job Corps training facilities serving at-risk youth to improve energy efficiency and provide career training.
* $100 million for worker training as part of the Smart Grid investment program.
Total: $900 million
brooklyn and the stimulus package? more to come soon. be well.
a sampling of the initiatives in the package:
Support for Science and Math Education
* $100 million to the National Science Foundation to improve instruction in science, math and engineering.
Total: $100 million
Energy Efficiency Weatherization
* $6.0 billion for increasing energy efficiency and conservation in federal buildings.
* $3.5 billion in Energy Efficiency and Conservation Block Grants to help state and local governments make investments that make them more energy efficient and reduce carbon emissions.
* $3.4 billion for State Energy Programs, to support residential, commercial, and governmental retrofits.
* $500 million in loan guarantees to help institutions implement sustainable energy infrastructure projects. It is estimated that this will support $5 billion in loans.
* $2.5 billion for a new program to upgrade HUD sponsored low-income housing to increase energy efficiency, including new insulation, windows, and furnaces.
* $1.5 billion for energy sustainability and efficiency grants and loans to help school districts, institutes of higher education, local governments, and municipal utilities implement projects that will make them more energy efficient.
* $5 billion to HUD for public housing building repair and modernization, including critical safety repairs.
* $1.5 billion to the HOME Program to help local communities build and rehabilitate low-income housing using green technologies.
* $500 million to rehabilitate and improve energy efficiency at some of the over 42,000 housing units maintained by Native American housing programs.
* $10 million for rural, high-need areas to undertake projects using sustainable and energy-efficient building and rehabilitation practices.
* $20 billion for 21st Century Green High-Performance school construction, renovation, and modernization including energy efficiency improvements.
* $4.5 billion for renovation and energy efficiency improvements in Department of Defense facilities.
* $1.5 billion for renovation of NIH university-based research centers, with priority for upgrades that improve energy efficiency.
* $950 million for renovation of Veterans Affairs facilities including energy efficiency upgrades.
Total: $51.36 billion
* $6.2 billion for the Weatherization Assistance Program to help low-income families reduce their energy costs by weatherizing their homes and make our country more energy efficient.
* $1 billion for LIHEAP to help low-income families pay for home heating and cooling at a time of rising energy costs.
* $300 million to provide consumers with rebates for buying energy efficient Energy Star products to replace old appliances.
Total: $7.5 billion
Green-Collar Job Training
* $500 million for WIA training programs in renewable energy and energy efficiency defined in Green Jobs Act.
* $300 million to upgrade Job Corps training facilities serving at-risk youth to improve energy efficiency and provide career training.
* $100 million for worker training as part of the Smart Grid investment program.
Total: $900 million
brooklyn and the stimulus package? more to come soon. be well.
Friday, February 6, 2009
a rough sketch
found my self watching tv this evening. lot's of talk about unemployment and subprime mortgages. see "Is there a solution to the foreclosure mess that's destroying communities"? it is well done and it details the consequences of madoff type operators working in an environment lacking in mathematical literacy. take a good look at the new york city sub prime maps. pay close attention to the demographics of the communities with the highest concentration of sub prime mortgages.
this situation is in play across the country. neighbors in distress abandoning homes, leading to lower property values, crime, dwindling community resources, and ultimately to neighborhoods being destroyed. what's at issue?
A = P(1+i)^n + race + incompetence
i.e., the compound interest formula compounded by racism in the hands of incompetents. there are four thing here: A the amount you must repay, P the down payment, i the interest rate, and n the number of payment periods. there is no magic, the piper always gets paid. i digress, my initial impulse this evening was to draw your attention to the data from the labor statistics office on unemployment. two points:
1. the unemployment rate for african american folk, nationally, is already above 10%. this is no surprise to anyone who has happened to be on franklin & eastern parkway on a monday at 11am.
2. the unemployment rate of folks with bachelor's degrees or higher is the lowest. education and employment are inextricably linked. see tables from the bureau of labor statistics.
what discipline is most important in college completion?
of all pre-college curricula, the highest level of mathematics one studies in secondary school has the strongest continuing influence on bachelor’s degree completion. finishing a course beyond the level of algebra 2, for example trigonometry or pre-calculus, more than doubles the odds that a student who enters a post-secondary institution will complete a bachelor’s degree! it's time for the algebra revolution. smile. more to come.
this situation is in play across the country. neighbors in distress abandoning homes, leading to lower property values, crime, dwindling community resources, and ultimately to neighborhoods being destroyed. what's at issue?
A = P(1+i)^n + race + incompetence
i.e., the compound interest formula compounded by racism in the hands of incompetents. there are four thing here: A the amount you must repay, P the down payment, i the interest rate, and n the number of payment periods. there is no magic, the piper always gets paid. i digress, my initial impulse this evening was to draw your attention to the data from the labor statistics office on unemployment. two points:
1. the unemployment rate for african american folk, nationally, is already above 10%. this is no surprise to anyone who has happened to be on franklin & eastern parkway on a monday at 11am.
2. the unemployment rate of folks with bachelor's degrees or higher is the lowest. education and employment are inextricably linked. see tables from the bureau of labor statistics.
what discipline is most important in college completion?
of all pre-college curricula, the highest level of mathematics one studies in secondary school has the strongest continuing influence on bachelor’s degree completion. finishing a course beyond the level of algebra 2, for example trigonometry or pre-calculus, more than doubles the odds that a student who enters a post-secondary institution will complete a bachelor’s degree! it's time for the algebra revolution. smile. more to come.
Wednesday, February 4, 2009
what is math literacy?
trust all is well. i am very heartened by the response to my first few posts on this matter. i will endeavor to answer the questions as best as i can. here is a sampling:
"Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen."
what does this mean on flatbush & nostrand avenues?
before we answer this question. let's take a look at the talk by "Ethno-mathematician" Ron Eglash. it's about fifteen minutes. it is the deep history which i hope will guide the unfolding of this discussion. in it are already the answers to a number of the questions posed. Eglash is the author of African Fractals, a book that examines the fractal patterns underpinning architecture, art and design in many parts of Africa. by looking at aerial-view photos -- and then following up with detailed research on the ground -- Eglash discovered that many african villages are purposely laid out to form perfect fractals, with self-similar shapes repeated in the rooms of the house, and the house itself, and the clusters of houses in the village, in mathematically predictable patterns.
at root: "Being literate in math is vital to participating in life. It's hugely the gatekeeper to many careers. If you can't do well in an algebra class in the ninth grade, you're shut out of college." - Deborah Lowenberg Ball, dean of the University of Michigan's School of Education. we will explore what this literacy consists of in a more detailed manner in our next installment. enjoy the talk and also check out the algebra project site.
- We gotta answer the question of WHY? Why do you need to know Math..well? What does that mean to our future earnings, our quality of life, the life of our children...damm! I could go on and on...
- How does math literacy hold the key to the enfranchisement of communities?
- The state of affairs in the African American community in regards to higher education is in shambles... there needs to be grand sweeping changes in the ways in which we teach our children, so they can teach future generations to no longer be serfs in the digital age. How do we do this?
- How do we integrate our culture and our diversity into the middle grades curriculum in content areas such as: science, technology, and math.
- How do we develop effective teachers who are able to deal with students who have learning styles and experiences that are outside of the "mainstream." ?
- How do we gather folk with more than content expertise: i.e., folk with personal and intimate experience of "difference" and put this into the service of effective pedagogy?
- How do we get to our boys who are stuck on C?
"Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen."
what does this mean on flatbush & nostrand avenues?
before we answer this question. let's take a look at the talk by "Ethno-mathematician" Ron Eglash. it's about fifteen minutes. it is the deep history which i hope will guide the unfolding of this discussion. in it are already the answers to a number of the questions posed. Eglash is the author of African Fractals, a book that examines the fractal patterns underpinning architecture, art and design in many parts of Africa. by looking at aerial-view photos -- and then following up with detailed research on the ground -- Eglash discovered that many african villages are purposely laid out to form perfect fractals, with self-similar shapes repeated in the rooms of the house, and the house itself, and the clusters of houses in the village, in mathematically predictable patterns.
at root: "Being literate in math is vital to participating in life. It's hugely the gatekeeper to many careers. If you can't do well in an algebra class in the ninth grade, you're shut out of college." - Deborah Lowenberg Ball, dean of the University of Michigan's School of Education. we will explore what this literacy consists of in a more detailed manner in our next installment. enjoy the talk and also check out the algebra project site.
Thursday, January 29, 2009
the lay of the land
trust all is well. just taught my first class for the semester. calculus ii. what is calculus? this question always works. to more important matters: let's begin our conversation by first looking at the lay of the land. how many african americans earned doctoral degrees in mathematics in 2004? the answer to this question will give us clear look at the scope of the task. more broadly, what is the current state of african american mathematics performance? a rough gauge of our communities performance can be seen in the number doctoral degres earned by african americans. the data below reflects the actual number of doctorates earned in mathematics from 1986 to 2004. the source for this information is the national science foundation survey of earned doctorates i have presented math doctoral numbers in the form of a chart 
it is important to recognize that these numbers reflect what is happening across the entire united states! what are we to make of this? first see that these numbers reflect fairly stable trends. we can therfore expect 5-15 doctoral degrees in mathematics per year in the african american community over the next twenty years baring substantive and sustained intervention on the part of our families, communities and institutions. this is simply not enough intellectual capital for our community to meet the challenges of the 21st century! in my math finance classes over the last few years i would rail against the sub prime and the credit card folks no one would listen. we are reaping the consequences of "mass madoff" in foreclosures etc and the consequent destruction of communities. one might argue that this is the tip of the pyramid and that the community is much larger than doctoral degrees. i argue that this is a reflection of broader cultural trends in the larger community in general and in the african american community in particular. it is a strong indicator of the state of the base of the pyramid.
for example, not a single african american earned a Ph.D. in astronomy or astrophysics in 2004. we can be sure that the numbers in 2005, 2006, 2007, and 2008 will not be significantly different. in 2004 in all there were 165 Ph.D.s awarded to african americans in the natural sciences. Ten doctorates were awarded in mathematics. This was 0.9 percent of all doctorates awarded in the field. african americans comprise 12-15 percent of the american population. all things being equal one would expect 12-15% of the doctorates awarded in mathematics to go to african americans. evidently, something is fundamentally wrong with the culture if from 52,500,000 african americans only 10 were capable of earning a doctoral degree in mathematics every year. the math game has serious implications for the othere natural sciences. african americans earned 13, or about 1 percent, of the nearly 1,200 doctorates in physics. in computer science, african americans earned 0.7 percent of all Ph.D. awards. in the atmospheric sciences, less than 1 percent of all doctorates went to blacks. in chemistry, only 2.3 percent of Ph.D.s went to blacks. in the earth sciences such as geology, oceanography, and the atmospheric sciences, blacks were 1.3 percent of all doctoral recipients in 2004. in the ocean and marine sciences, only one of the 190 Ph.D.s in the discipline was awarded to an African American. in 2004, 148 African Americans were awarded a Ph.D. in the biological sciences. they were only 2.5 percent of all doctorates awarded in the discipline. the field of engineering also shows serious weakness in black doctoral student participation. In 2004 african americans earned 1.6 percent of all engineering Ph.D.s. finally, in 2004, 2,100 doctorates were awarded by universities in the United States in the fields of mathematical statistics, botany, optics physics, human and animal pathology, zoology, astrophysics, geometry, geophysics and seismology, general mathematics, nuclear physics, astronomy, marine sciences, nuclear engineering, polymer and plastics engineering, veterinary medicine, topology, hydrology and water resources, animal nutrition, wildlife/range management, number theory, fisheries science and management, atmospheric dynamics, engineering physics, paleontology, plant physiology, general atmospheric science, mathematical operations research, endocrinology, metallurgical engineering, meteorology, ocean engineering, poultry science, stratigraphy and sedimentation, wood science, polymer physics, acoustics, mineralogy and petrology, bacteriology, logic, ceramics science engineering, animal breeding and genetics, computing theory and practice, and mining and mineral engineering. not one of these 2,100 doctoral degrees went to an African American. something is wrong with this game. as a culture it is as if we have left 20% of our team on the bench, as an african american community we are condemning our children to serfdom in the digital era. where do we start? we must see that at the very basic level these domains simply deal with the fundamental questions in different ways: who am i? where did i come from? where am i going ? how do i get there? algebra is the language of science. so we mommies and daddies have to start learning algebra and whispering these words into our babies ears. how do we do it? we learn by doing, so it is the best to start doing. see my elementary algebra site: register as a student and try a few examples with the kids. more to come. be well.
see also: journal of blacks in higher education:
and here a much more detailed look at the lay of the land.
it is important to recognize that these numbers reflect what is happening across the entire united states! what are we to make of this? first see that these numbers reflect fairly stable trends. we can therfore expect 5-15 doctoral degrees in mathematics per year in the african american community over the next twenty years baring substantive and sustained intervention on the part of our families, communities and institutions. this is simply not enough intellectual capital for our community to meet the challenges of the 21st century! in my math finance classes over the last few years i would rail against the sub prime and the credit card folks no one would listen. we are reaping the consequences of "mass madoff" in foreclosures etc and the consequent destruction of communities. one might argue that this is the tip of the pyramid and that the community is much larger than doctoral degrees. i argue that this is a reflection of broader cultural trends in the larger community in general and in the african american community in particular. it is a strong indicator of the state of the base of the pyramid.
for example, not a single african american earned a Ph.D. in astronomy or astrophysics in 2004. we can be sure that the numbers in 2005, 2006, 2007, and 2008 will not be significantly different. in 2004 in all there were 165 Ph.D.s awarded to african americans in the natural sciences. Ten doctorates were awarded in mathematics. This was 0.9 percent of all doctorates awarded in the field. african americans comprise 12-15 percent of the american population. all things being equal one would expect 12-15% of the doctorates awarded in mathematics to go to african americans. evidently, something is fundamentally wrong with the culture if from 52,500,000 african americans only 10 were capable of earning a doctoral degree in mathematics every year. the math game has serious implications for the othere natural sciences. african americans earned 13, or about 1 percent, of the nearly 1,200 doctorates in physics. in computer science, african americans earned 0.7 percent of all Ph.D. awards. in the atmospheric sciences, less than 1 percent of all doctorates went to blacks. in chemistry, only 2.3 percent of Ph.D.s went to blacks. in the earth sciences such as geology, oceanography, and the atmospheric sciences, blacks were 1.3 percent of all doctoral recipients in 2004. in the ocean and marine sciences, only one of the 190 Ph.D.s in the discipline was awarded to an African American. in 2004, 148 African Americans were awarded a Ph.D. in the biological sciences. they were only 2.5 percent of all doctorates awarded in the discipline. the field of engineering also shows serious weakness in black doctoral student participation. In 2004 african americans earned 1.6 percent of all engineering Ph.D.s. finally, in 2004, 2,100 doctorates were awarded by universities in the United States in the fields of mathematical statistics, botany, optics physics, human and animal pathology, zoology, astrophysics, geometry, geophysics and seismology, general mathematics, nuclear physics, astronomy, marine sciences, nuclear engineering, polymer and plastics engineering, veterinary medicine, topology, hydrology and water resources, animal nutrition, wildlife/range management, number theory, fisheries science and management, atmospheric dynamics, engineering physics, paleontology, plant physiology, general atmospheric science, mathematical operations research, endocrinology, metallurgical engineering, meteorology, ocean engineering, poultry science, stratigraphy and sedimentation, wood science, polymer physics, acoustics, mineralogy and petrology, bacteriology, logic, ceramics science engineering, animal breeding and genetics, computing theory and practice, and mining and mineral engineering. not one of these 2,100 doctoral degrees went to an African American. something is wrong with this game. as a culture it is as if we have left 20% of our team on the bench, as an african american community we are condemning our children to serfdom in the digital era. where do we start? we must see that at the very basic level these domains simply deal with the fundamental questions in different ways: who am i? where did i come from? where am i going ? how do i get there? algebra is the language of science. so we mommies and daddies have to start learning algebra and whispering these words into our babies ears. how do we do it? we learn by doing, so it is the best to start doing. see my elementary algebra site: register as a student and try a few examples with the kids. more to come. be well.
see also: journal of blacks in higher education:
and here a much more detailed look at the lay of the land.
Monday, January 26, 2009
what is the mission?
in his book, Radical Equations: Math Literacy and Civil Rights, Robert P. Moses, argues that " In today’s world, economic access and full citizenship depend crucially on math and science literacy". he writes, "I believe that the absence of math literacy in urban and rural communities throughout this country is an issue as urgent as the lack of registered black voters in Mississippi was in 1961…and Math literacy—and algebra in particular—is the key to the future of disenfranchised communities". the task of institutionalizing math literacy in the family, and community is the challenge to which this blog is addressed. particular emphasis will be placed on african american families, communities and institutions in the ensuing discussions.
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