VOA慢速：美国数学教育面临挑战

刘立军 供稿

TRANSCRIPT

Across the United States, schools are working hard to help students catch up in math. Test scores after the pandemic show just how behind students are. On average, education experts say American students’ math knowledge is about half a school year behind where it should be.

Children lost ground on reading tests, too, but the math declines were more severe. Experts say online learning made it more difficult for math instruction. It was harder for teachers to guide students over a screen or see weaknesses in their skills. At home, parents were more likely to read with their children than to practice math. The result: students’ math skills declined around the nation. And students are not recovering as quickly as educators hoped.

Educators worry about how they will perform in high school and whether science, technology and medical fields will be available to them. Students had been making progress on national math tests since 1990. But over the past year, fourth- and eighth-grade math scores fell to the lowest levels in about 20 years. The information comes from the National Assessment of Educational Progress, known as the “Nation’s Report Card.”

“It’s a generation’s worth of progress lost,” said Andrew Ho. He is a professor at Harvard University’s Graduate School of Education.

Jennifer Matthews teaches eighth grade at Moultrie Middle School in Mount Pleasant, South Carolina. She said her students have shown little interest in understanding her pre-algebra and Algebra I lessons.

“They don’t allow themselves to process the material. They don’t allow themselves to think, ‘This might take a day to understand or learn,’” she said.

Many students lack an understanding of math concepts. Basic fractions, for example, continue to confuse many of them, she said.

Using federal pandemic money, some schools have added tutors. Some have started new approaches to teaching to help in the recovery. But that money will run out by next September before many children have caught up.

Like other school systems across the country, Jefferson County Schools in Birmingham, Alabama, saw students’ math skills fall from 2019 to 2021. Using pandemic aid, the system placed math coaches in all middle schools. The coaches help teachers learn new and better ways to teach students. About 1 in 5 public schools in the United States have a math coach, federal data says. The efforts appear to be working: State testing shows math scores have started to increase for most of the Jefferson County middle schools.

Adding to the difficulty of catching kids up is the debate over how math should be taught. Some say schools should center procedural learning, like teaching kids to memorize how to solve problems step-by-step. Others prefer conceptual understanding, in which students learn underlying math relationships.

Kevin Dykema is president of the National Council of Teachers of Mathematics. He said many people do not think of math as a fun subject. But “When people start to understand what’s going on, in whatever you’re learning but especially in math, you develop a new appreciation for it.”

Sarah Powell is a professor at the University of Texas at Austin who researches math instruction. She said teaching math should not be either one way or another way. A change too far in the conceptual direction, she said, risks losing students who have not fully learned basic math skills. Even at a nationally recognized magnet school, the effect of the pandemic on students’ math skills is clear.

At the Townview School of Science and Engineering in Dallas, the incoming ninth graders in Lance Barasch’s summer program needed to relearn the meaning of words like “term” and “coefficient.”

Barasch was not surprised that the students were missing some skills after their middle school years during the pandemic. The hope is that by taking a step back, students can begin to move forward.

I’m Dan Novak.

VOCABULARY

1. underlying adj. 基本的、根本的，指提供支持或基础的基本事物。在文章中，underlying math relationships可能指数学中的基本原则和联系，学生需要理解这些基本概念。

2. lance n. 兰斯（名字），在文章中用来指代一个名叫兰斯·巴拉什（Lance Barasch）的人。

QUESTIONS

Listen to the news and choose the best answer to each question you hear.

1. According to the passage, what is the current state of American students’ math knowledge?

A. It is about half a school year ahead.

B. It is about half a school year behind.

C. It is at the same level as before the pandemic.

D. It has significantly improved since the pandemic.

2. What is one factor that made online math instruction more difficult during the pandemic?

A. Lack of interest from students.

B. Limited access to resources.

C. Difficulty in guiding students remotely.

D. Inadequate teaching approaches.

3. How have some schools tried to help students catch up in math?

A. Hiring more math teachers.

B. Providing additional resources.

C. Offering after-school programs.

D. Introducing new teaching approaches.

4. What is the current trend in math scores for most of the Jefferson County middle schools?

A. They have started to increase.

B. They have remained stable.

C. They have continued to decline.

D. They have shown no significant change.

5. According to Sarah Powell, how should math be taught?

A. Only through procedural learning.

B. Only through conceptual understanding.

C. Both procedurally and conceptually.

D. It depends on students’ preferences.

KEY

1. According to the passage, what is the current state of American students’ math knowledge?

A. It is about half a school year ahead.

B. It is about half a school year behind.

C. It is at the same level as before the pandemic.

D. It has significantly improved since the pandemic.

【答案】B

【解析】细节题。根据文章的描述，教育专家说美国学生的数学知识平均落后于应有水平约半个学年，因此选项B是正确答案。

2. What is one factor that made online math instruction more difficult during the pandemic?

A. Lack of interest from students.

B. Limited access to resources.

C. Difficulty in guiding students remotely.

D. Inadequate teaching approaches.

【答案】C

【解析】细节题。根据文章的描述，线上学习使得远程指导学生变得更加困难，无法观察到学生技能的弱点，因此选项C是正确答案。

3. How have some schools tried to help students catch up in math?

A. Hiring more math teachers.

B. Providing additional resources.

C. Offering after-school programs.

D. Introducing new teaching approaches.

【答案】B

【解析】细节题。根据文章的描述，一些学校使用联邦疫情资金增加了教员，并采取了新的教学方法来帮助学生恢复学业，这表明他们提供了额外的资源，因此选项B是正确答案。

4. What is the current trend in math scores for most of the Jefferson County middle schools?

A. They have started to increase.

B. They have remained stable.

C. They have continued to decline.

D. They have shown no significant change.

【答案】A

【解析】细节题。根据文章的描述，杰斐逊县的大多数中学的州级测试显示数学成绩已经开始上升，因此选项A是正确答案。

5. According to Sarah Powell, how should math be taught?

A. Only through procedural learning.

B. Only through conceptual understanding.

C. Both procedurally and conceptually.

D. It depends on students’ preferences.

【答案】C

【解析】细节题。根据文章的描述，Sarah Powell表示数学教学不应只局限于一种方式，而是既要有程序性学习，又要有概念性理解，因此选项C是正确答案。

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