Lit Review

In our current society, we want our answers quickly using as little effort as possible. Our society has driven the invention of microwaveable dinners and Siri, both quick solutions. Unfortunately, that has spilled over into our schools and students want the same thing. They want answers fast. To make it worse, in our math and science classes, that is happening. Students are floating through and getting to their answers quickly; our students do not get the chance to think about how they are getting there. 

Math and science are typically topics that are intimidating. There is a notion that everything in math is either right or wrong, which causes students trouble when they see things in shades of grey (Ewell, Steen). The curricula of math and science in our schools have boiled down to students memorizing formulas and conducting lab experiments with predictable results. In our classrooms, we face the heightened issue of compartmentalization, when skills or ideas learned in one class are totally forgotten when they arise in a different context (Steen). So the question is: how can we expect to train the next generation of mathematicians and scientists if we are not training them to do what mathematicians actually do? Real mathematicians and scientists think; they analyze and build up evidence for even further interpretations (Willingham). 

Our schools are not training students to be great thinkers. There is a stark demand for someone that can genuinely think (Rifkin, Americas Best TV). Students need to know more than formulas and equations. The world is a mathematical place. Benefits and risks are assessed by thinking quantitatively about issues and complex problems are approached through mastered reasoning (Steen). 

Average high school students are not using their natural ability to reason and assess in the classroom. Students in math classes are going through the motions of complex concepts, such as trigonometry or calculus, but are not retaining their complexity, only the basics. The basics are known as computation problems. Examples include factoring and quadratics. These are very easy to relearn or review if a student has a strong grounding in reasoning (Meyer, TEDxNYED). 

Enforced diagnostic testing is believed to solve this problem. If teachers are aware of each student’s individual learning style, then, presenting the information in the appropriate manner will allow for better retention of the material and concepts (Torgesen). But, since there are models of clear success in establishments, such as RSM, that do not use such methods, there is no need for diagnostic testing for each student. It is  time-consuming, not cost efficient, and takes more time for the teachers to prepare specified lesson plans.

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