The NY Times today cited a study from Ohio State which argues that using word problems in math classes is detrimental to student learning. "An experiment by the researchers suggests that it might be better to let the apples, oranges and locomotives stay in the real world and, in the classroom, to focus on abstract equations such as (40 (t + 1) = 400 - 50t)." (View article here).
The issue, as I see it, is not the use of word problems, but the relevance of the word problems chosen.
Sadly, this morning's news also brought word of the acquittal of the NYPD cops who killed Sean Bell. In New York City, the percentage of people killed by police who were Black was at least double that of their share of the city’s total population, according to a study done by ColorLines Magazine and The Chicago Reporter. (View article here).
We can use mathematics to understood, quantify, and address (in some ways) disparities like these that are all too relevant to our students. Or, maybe we should just heed the advice of our friends in Ohio, solve for t, and go on our merry way.
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