How to motivate math and science

Wendy Leece

This week we asked our parent panelists about Gov. Arnold

Schwarzenegger’s announcement last week of a proposal to dramatically

increase the number of math and science teachers being trained at UC

and CSU schools. Is this a needed focus for our schools? Are there

other ways, as well, that could help improve math and science

education at California public schools?

I remember when I was a youngster and my mother got me out of bed

in the middle of the night to watch Russia’s Sputnik orbiting in

space. This was the bellwether event to motivate the United States to

prepare its youth for careers in science.

Nearly 50 years later, eighth-graders in California score last in

the country in science and seventh from the bottom in mathematics. So

it’s time to see the governor support this initiative with help from

private industry to elevate science and math education to a place of

importance. One has to wonder why we have been unable to inspire

Johnny to become an Isaac Newton or Susie to follow in the steps of

Madame Curie.

Consuming and distracting cultural trends are counter to the

serious business of applying mathematical and scientific truths to

today’s world. A materialistic lifestyle and a noisy media encourage

ease and laziness instead of rigorous exercise of the mind,

self-discipline and patience.

Nearly 150 years of learning about the closed system of Darwinian

evolution has discouraged some of our best students from becoming

scientists, especially those who have faith in God, as they would

have to put their faith on the back burner to get along with the

evolutionists.

In the more than 30 years since Roe vs. Wade, we have aborted

thousands of would-be Louis Pasteurs who might have discovered cures

for cancer, Alzheimer’s Disease or ALS.

Perhaps this initiative will draw a few brave souls to pursue the

truth claims of intelligent design and investigate the untruths of

evolution.

Maybe they will be like math teacher Jaime Escalante and reach out

to those with potential to excel. Hopefully they will learn to teach

absolutes and that 2 plus 2 still equals 4 and not whatever they

“think” or “feel” it should mean as some of the new math ideas allow.

If they can inspire a new generation, perhaps someday we will

realize our American dream of being No. 1 in science and math.

* WENDY LEECE is a Costa Mesa parent and former Newport-Mesa

school trustee.

The plan that was announced seems like an excellent idea. It’s

pretty well-rounded and it certainly makes the math or science

teacher option more attractive for students at UC and CSU. Anything

that puts more teachers into the system is a good idea.

What happens after they get into the system is another story, but

there’s nothing wrong with this plan and I hope it helps. We have a

very long way to go. In outlining the program, state officials noted

the National Science Foundation ranked California’s eighth-graders

last in the country in science and seventh from the bottom in math.

There are many other critical pieces. The graduates of the program

will need more teaching positions funded and more classrooms built.

This plan as I read it doesn’t really address teaching slots and

classrooms, so those things will depend on other budgets and future

legislation.

We’ve seen how, gubernatorial commitments and constitutional

amendments notwithstanding, education budgets are always in play. We

also need lots more English, history, art, music, foreign language,

and special education teachers, along with teaching positions and

classrooms for them.

I really do try to be optimistic about news like this plan. Even

if I know that it’s just a tiny piece of the bigger picture, I try to

be constructively skeptical rather than cynical. But it’s really hard

in the face of the excruciatingly slow pace of change. Maybe my

grandchildren will get some benefit out of this program, which is

nice, but right now my kids and all their classmates are stuck with a

system that has lots of holes.

My kid needs a science teacher right now, in fact. Because the

district can only round up one chemistry teacher for summer school,

many kids, mine included, who would like to get ahead or need to

catch up, just don’t get in. My kid could also use an advanced

placement U.S. history teacher right about now.

We found out Friday that her school has more than enough students

for one AP U.S. history class but not enough for two, so they decided

to just drop eight kids.

These are eight kids who are motivated to excel and want to pursue

a college fast track, falling through the holes.

Maybe they’ll make up for the lost ground when they get into the

new teacher training program at UC. Of course, it’ll be harder for

them to get into UC without chemistry and AP U.S. history, but I

guess I shouldn’t worry -- things are getting better.

* MARK GLEASON is a Costa Mesa parent.