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Mandatory algebra in middle school has occurred as part of a round of contemporary reforms in the subject area which has required the learners to deeply understand and implement the curriculum (Martinez, 2010). This is a deep change that has come on with a lot of impacts. Due to the long time that it takes for such a change to become a reality, poor personal motivation amongst the students proves a difficult task for the teachers. The change in the subject calls for a lot of discipline, motivation, and also courage from the students (Gottfried, 2010).
Motivation has a critical importance in the learning process. In academics, intrinsic motivation plays a critical role in the learning process in the schools due to its inherent relation to the cognitive process of learning. Students tend to show increased motivation once some choices have been offered to them (Ma, 2010). Most of them align with the character’s motivation theory were, those who have confidence in themselves, tend to perform better in the subject as compared to their peers who have lower esteem. When the school focuses on tiered learning, it can be seen to be positively impacting the students’ performance. This mode which involves dividing the study into areas which the students feel overwhelmed with assists them in the improvement of their performance (Suarez, 2007).
According to Gottfried (2010), mandatory algebra has then played part in changing the approach given to math causes more alienation to areas which students feel more comfortable with and at the same time approaching all the relevant areas.
Tracking and its effects
The kinds of methods that teachers follow in teaching their lessons play a big role in the learning of mathematics. Another critical factor is the content that is included in the lessons. Students need to be taught to fear failure using positive methods. Including the students in the learning process is thus very important. Mathematics teaching goes hand in hand with Eccles’ expectancy model. If tracking was to be enforced in a mathematics lesson, it is more likely that the low-graded students will have a low perception towards the subject and thus perform poorly. This tends to go against the motivation theory thus a negative development (Usiskin, 1993).
Research has seen that reducing tracking in the schools increases equity amongst the students. The alternative for this can be through the offering of the double lessons. In this style, students who record a low performance in the subject are required to take double algebra periods annually. This can have a quite good impact on the students. Tracking, which is the grouping of the students according to their levels of ability, affects both the perceived upper and also lower graders. This then tends to bring out some implications to both the implementers of the policy and the students involved (Usiskin, 1987).
The introduction of mandatory algebra has then been seen to affect the learning process with tracking bringing in no positive results. This curriculum has negative effects on rates of enrollment to colleges as some of the students opted to avoid going to the colleges. Most of the students were however seen to increase their scores. This does not go as per the original intention of improving the grades since the more demanding the course became the much lower the passing rates became.
Impacts of mandatory algebra and motivation on future mathematics courses and careers
The mandatory courses in algebra saw increased enrollment in some colleges which was a result of more freshmen on campuses. This resulted in a reduced gap in enrollment in terms of ethnic groups and also the races and consequently reduces the drop-out rate (Dick & Ramirez, 2007). The stagnant achievement amongst the students then has indicated a low future in mathematics amongst the students.
To improve the approach to mathematics, changes can be implemented in future expectations in the subject according to Blackwell et al (2007). To have this in place is to use development tools that showcase the future ahead of problem-solving. This tends to put the students in an inclusive situation instead of drawing them away from algebra. Some of these expectations go in line with traditional modes of learning as well as reformed methods of learning. Telling the students the results of the study pulls them towards the subject. In this case, it has been seen in some circumstances, the 8th graders in the US are being placed blow their Japanese counterparts thus increasing their morale to study (Martinez & Martinez, 2010).
In clear terms, the expectations of the middle-level students narrow down to a few challenges which are improvement of their motivation and attitude in the studying of mathematics, improving their ability to reason in mathematical terms, and changing the expectations of the students from the normal course structure to a field which has an equal opportunity to learn from just like any other field (Martinez & Martinez, 2010).
References
Blackwell, L. et al (2007) “Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention” Child Development 78(1): 246-263.
Dick, C. & Ramirez, A. (2007) “More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students.” Journal of Advanced Academics 19, no. 1: 32-64.
Gottfried, A. (2010) “Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence” International Journal of Behavioral Development 31(4): 317-327.
Ma, X. (2010) “A longitudinal assessment of early acceleration of students in mathematics on growth in mathematics achievement” Developmental Review 25(1): 104-136.
Martinez, J. & Martinez, N. (2010). “Raising Middle School Math Standards without Raising Anxiety” Middle School Journal 34(4): 27-38.
Suarez, D. (2007) “When Students Choose the Challenge” Association for Student and curriculum Development: 60-65.
Switzer, M. (2010) “Bridging the Math Gap” Mathematics Teaching in Middle School 15(7): 400-408.
Usiskin, Z (1987) “The UCSMP: Translating Grades 7-12 Mathematics Recommendations into Reality” Educational Leadership: 30-35.
Usiskin, Z (1993) “Lessons from the Chicago Mathematics Project” Educational Leadership: 14-18.
Watt, H (2008) “A latent growth curve modeling approach using an accelerated longitudinal design: the ontogeny of boys’ and girls’ talent perceptions and intrinsic values through adolescence” Educational Research and Evaluation Vol. 14, No. 4: 287-304.
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