**Remarks to the National Mathematics Panel**

**April 20, 2007**

**Jack Rotman, Lansing Community College (MI)**

To briefly introduce myself, I am Jack Rotman; I have been a professor
and teacher of mathematics for 34 years at Lansing Community College in
Michigan. I have been active in AMATYC; currently, I chair the
Developmental Mathematics Committee, and I was a contributing writer for
our 2006 standards document ("Beyond Crossroads").

I have three questions for the Panel, which are the basis for my
remarks:

> Are sufficient and necessary conditions present to enable mathematics
> learning for all students?
>
> Are there barriers outside of the education system that substantially
> limit the learning of mathematics for some groups of students?
>
> Do we plan for the system which provides a second chance for students
> who did not learn sufficient mathematics in the schools?

First, are the necessary and sufficient conditions present? At the most
basic level, students must be present and attending in order to gain
whatever benefits a curriculum has. At the secondary level, we are all
aware of the substantial problem with drop-outs. In addition, absences
are significant; one study reported that 7% of the students are absent
on any given day; this refers to unexcused absences only. (Rothman,
1999) For students who are present, an optimistic study estimated that
students were attending to the material about 65% to 75% of the time.
(Shernoff, 2003) In a study of different instructional methods and
student attention, the methods did not significantly increase attention
... except for 'discussion-debate'; group projects had minimal impact on
student attention. (Yazzie-Mintz, 2006)

Second, are their barriers outside of the education system? The Panel
has discussed the concept of stereotype threat, which is one of these
barriers. However, I think the Panel should consider broader viewpoints;
one of these viewpoints is critical race theory. Critical race theory
begins with the assumption that racism is imbedded within the social
structure, and analyzes information from that view. (Blaisdell 2005)
Critical race theory suggests that the 'achievement gap' is really an
'opportunity gap'. (Love, 2004) The more radical view sees standardized
testing as a means to justify differences. (Woodrow, 2003) Some
researchers have documented a 'default trajectory for dropping out' in
certain types of communities. (Nasir 2003) In some regions, we are again
faced with 'separate but not equal' -- segregation caused by policies
such as schools of choice; the Lansing high schools are over 70%
'minority', while the city population is only 35% 'minority'.

I would also suggest to the Panel that other barriers exist outside of
the education system. For example, mathematics still faces the barrier
that it is acceptable (or even desirable) to be 'bad at math'. Will the
President say "quantitative literacy is a personal value for me"? How
about role models -- sports or entertainment? Do these people say "my
mathematics background enabled me to achieve my goal"? Or, do they say
"I always had trouble with math"?

Third, do we plan for the second chance? Most countries do not have the
community college option; we in the community college enable many of
those who lack the required mathematics to learn enough mathematics as
adults. However, the country hardly has a plan for this second chance.
Outside of the work of AMATYC (and, to a lesser extent, MAA), the only
systemic work is done at the state level. I would suggest that the Panel
consider community college mathematics as part of the system ... we
provide much of the mathematics for teachers, and are a neglected
recruiting ground for mathematics and science fields. Furthermore, we
offer a response time measured in one to three years; if a school system
can magically adopt the perfect curriculum with the perfect teachers
with sufficient conditions for learning, the 1^st^ graders of 2007 will
not graduate until 2019. Community colleges can provide mathematics for
adults during this 'gap'. However, involvement and appropriate resources
are needed.

As we work to strengthen mathematics education, we need to establish
minimal conditions of learning, remove barriers, and consider community
colleges as partners.

Thank you for your attention, and the opportunity to address the Panel.

References:

+--------+-----------------+---+---------------------------------------+
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| sdell, | student as a    | 0 | Policy,                               |
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