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The View from Great Britain: Great Britain and the Great Maths Insult

by Gabrielle Pickard

12 April 2012. Cheshire, United Kingdom. The United Kingdom has been censured in the media as being a nation of ‘mathematical dummies’, since a survey revealed that 17 million people, that’s nearly half of all working adults in England, have the maths skills of an 11-year-old.

The figures were released by a Skills of Life survey conducted by a new organisation, National Numeracy, which aims to transform the nation’s attitude towards maths. The review questioned 7,000 16- to 65-year-olds in 2011. Although there has not been any reports published about how the maths skills of the survey participants were analysed, in the wake of the survey, it has been reported that a rising proportion of Britain’s working age is incapable of performing even the most basic of sums required for everyday life.

National Numeracy

National Numeracy is an independent UK charity that focuses on adults and children with low levels of numeracy.

Not only this, but experts are also warning that poor maths skills are worn as a “badge of honour” by too many adults in the UK.

Referring to our seemingly collective incompetence to work out basic sums as a “British disease”, Chris Humphries, chairman of National Numeracy and a former chief executive of the UK Commission for Employment and Skills, talked about the ‘inexcusability’ of Britain’s collective mathematical hopelessness.

“It is simply inexcusable for anyone to say: ‘I can’t do maths.’ It is a peculiarly British disease which we aim to eradicate. It doesn’t happen in other parts of the world. With encouragement and good teaching, everyone can improve their numeracy,” Humphries told the BBC.

Asides a survey which effectively surveyed just 7,000 people of working age out of a working age population of 34 million, that’s just a tad over a mere 0.02% of the total working age in Great Britain. Thus belittling us Brits for having a innumeracy “British disease”, the fact we apparently wear our lack of numeracy skills with a “badge of honour”, is a double insult to the British!

Humphries continues to talk about the fact British people’s lack of basic maths skills means that millions are struggling to understand their tax, payslips, timetables or even calculate their change in shops, and as a consequence is ‘blighting the economy and ruining lives’.

“Poor numeracy seriously blights an individual’s life chances. Young people with poor numeracy are twice as likely to be excluded from school, we know adults with poor numeracy are twice as likely to be unemployed,” said Humphries.

41-year-old Claire Evans is one such individual who feels insulted about the lack of numeracy being a “British disease” and that we view our lack of maths talent as being a “badge of honour”. The accounts manager from London said that she struggled to get her Maths GCSE and had to repeat the exam three times in order to gain a Grade C.

“Whilst passing my Maths GSCE didn’t come easy for me at school, I recognised the importance of having it for the future, such as securing a job. I feel insulted by the recent newspaper headlines, such as the one on the Mirror that read, “Sum dummies: Half of adults have the maths skills of an 11-year-old“, Mrs Evans told me.

“For one, my children are working very hard in order to pass their Maths GCSE and for two, those who do struggle with maths on an everyday level, certainly don’t do so with a “badge of honour”. Where they get these pronouncements from I’ll never know!” the mum of two continued.

Talking to the BBC, Humphries blamed poor numeracy in Britain on deep-rooted cultural reasons, and that, since the Second World War, there has been a focus on arts and social sciences in schools.

“With encouragement and good teaching, everyone can improve their numeracy,” Humphries insists.

In order to shed some much needed light on the contentious subject, I spoke to Lucy Wilby, a secondary school Maths teacher in Cheshire, who objects to the chairman of National Numeracy’s claims that schools are to blame for our lack of numeracy, for focusing too much on the arts and social sciences.

“Maths is high on the agenda in schools. Pupils have more Maths lessons (with English and Science) than anything else. Numeracy is still massive in primary schools too with numeracy hour taking place every day,” said Mrs Wilby.

“Getting a C in Maths is paramount especially because of league tables. Schools are judged on % 5 A* to C grades per pupil but also now they are judged % 5 A* to C grades including English and Maths. If pupils are not on target, schools employ outside tutors to provide 1:1 tuition for Maths throughout the school day for further intervention and support,” continued the Maths teacher.

Reiterating the belief that there is a high value placed on teaching maths in schools in the UK, Mary Simmons, headteacher in a primary school in Manchester, said:

“In primary schools numeracy and literacy have had a high status for many years now. Some would argue the balance in primary schools swung too much to Maths and English, marginalising the other subjects that have always been needed for a ‘broad and balanced’ curriculum.”

Disputing further Humphries’ insistence that Britain’s lack of numeracy is a ‘deep-rooted consequence of schools gaining greater focus on the arts, the head teacher continued:

“A huge amount of government money has been put into maths and literacy to raise standards in primaries and as a consequence standards have risen.

So, yes, there certainly is adequate emphasis on maths and as a result subjects like arts and drama have been given less status in many schools.”

“It is all about striking the right balance, producing numerate children who have had opportunities to develop their interest in areas such as the ‘Arts’, Mrs Simmons concluded.

As we can see, blaming schools for the alleged ’17 million adults in England that have basic maths skills that are, at best, the same as an 11-year-old’, based on a survey that analysed just 7,000 people, is highly contested amongst teachers in the UK. Not only this, but insisting that the British people wear our lack of numeracy with a “badge of honour” can only be considered as being an out-and-out insult, which is based on absolutely no shred of evidence!

Gabrielle Pickard is a freelance writer based in Cheshire, United Kingdom.

Posted on: April 12, 2012, 11:02 am Category: The View From Here Tagged with: , ,

By: tburns

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Poverty Lesson Plans

Students will view a video about the poor in America, analyze the causes and effects of poverty, and explore potential solutions to poverty.

View the video Working Poor; Poverty in America

Discussion Guide

Lesson Plan 1- Poor in America

Objective:  Students will view a video and participate in a discussion about the people living in poverty in the United States

Lesson Plan 2- Causes, Effects and Solutions

Objective:  Students will conduct research and present findings on the causes of, effects of and possible solutions for poverty

Lesson Plan 3- Poverty Solutions

Objective:  Students will learn about several programs that are currently fighting poverty and create their own unique program to address the problems of poverty.

21st Century Core Content
Economics
Government and Civics

21st Century Themes
Global Awareness
Civic Literacy

21st Century Skills
Think Creatively
Work Creatively With Others
Make Judgments and Decisions
Solve Problems
Communicate Clearly
Collaborate with Others
Analyze Media
Work Independently
Be Self-directed Learners
Interact Effectively with Others
Work Effectively in Diverse Teams
Produce Results
Guide and Lead Others
Be Responsible to Others

Additional Resources:
Presidential Candidates on Poverty by 2012Presidential-Candidates.org
Poverty in America likely to get Worse by The Guardian
Poverty.com
U.S. Census Bureau; Poverty
Global Issues.org; Poverty Facts and Stats

Additional Resources from Global Issues in Context:
Poverty
Debt Burden on Developing Nations
Famine and Starvation
Hunger Relief
Unemployment and Joblessness

Posted on: April 11, 2012, 10:27 am Category: Lesson Plans and School Projects Tagged with: , , , ,

By: meaghandavies

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The View from Israel: The Second Annual Jerusalem Marathon and the Impact of Running on the Region

by Amy Styer

Jerusalem Marathon

Banner for the Second Annual Jerusalem Marathon

09 April 2012. Jerusalem, Israel. In a grey overcast they came to Jerusalem. From more than 50 countries, the international mix hit the pavement of the hilly city as over 15,000 people participated in the Second Annual Jerusalem Marathon held on Friday, March 16th.

Cheery blue-and-white placards demarcating the route were put up a week before the race. Streets and schools were closed the day of the marathon. The vibe across the city was positive as the marathon, in its second year, had become an institution. In a city made infamous by security and politics, it is pleasant to have an event associated with the city that is normal and even healthy.

The runners were a mix of serious athletes, housewives, students, and charitable groups, running to raise awareness and money. Some people ran to win. David Toniok from Kenya won the marathon with a time of 2:19:52, breaking the course record set last year. Ethiopian Mihiret Anamo Antonios was the fastest woman. Some ran to reach personal goals. One of the oldest participants was a 77-year-old Holocaust survivor who said running was therapeutic for him.

Together they all raced across the steep streets in the cold and stinging rain. The route passed through the walled old city, around the modern city, down the gentrified German Colony, and up to the amazing view from Hebrew University. Runners had a choice of a full marathon, half marathon, 10 km race, and a public 4.2 km race.

The mayor of Jerusalem, Nir Barkat, is the person responsible for bringing the marathon to fruition. Barkat, who completed the half marathon, is an avid runner who can be seen jogging the city streets every morning. Several years ago, he had the idea to bring a marathon to the holy city. Marathons don’t require the outlay for stadiums that other sporting events do. A marathon is a great venue to showcase the uniqueness of Jerusalem—the 42-kilometer full marathon zigzags across historical sites. Tourists flow into the city for the event, bringing in revenue for local businesses and Jewish, Palestinian, and Christian businesses all benefit.

Jerusalem Marathon

Distance marker for the Second Annual Jerusalem Marathon

One of the few complaints about the race came from the mufti of Jerusalem. Sheik Mohammed Hussein objected to the marathon being routed through east Jerusalem, stating that it was an attempt by Israel to assert control in an area claimed by Palestinians. Hussein called on runners to boycott the race.

There’s something poetic about running over ancient stones in the land that bore major religions. It’s as if, by running fast enough, the strife can be outrun, beaten. Running for philosophical and practical reasons is becoming a major sport in Israel and the Palestinian territories. All a person needs is a pair of shoes.

In the Gaza Strip, thousands of children ran a marathon on March 1st. The second annual Gaza Marathon was organized by the United Nations Relief and Works Agency in order to raise funds for summer camps for children. Like the Jerusalem Marathon, the Gaza Marathon was marred by rain and wind, but runners still hit the pavement. The event started in Beit Hanoun and ended 42 kilometers later at the Rafah Border Crossing with Egypt. The children ran varying distances from 1 km to a half marathon. In a show of support, five hundred runners from across the Middle East joined the race.

Running has also become the sport that could one day win Palestinians an Olympic medal. Out of the four Palestinians headed to the London Olympics this summer, two are in the field of running. Nader al-Masri and Baha el-Farra, who both took part in the Gaza Marathon, will compete in the 400-meter event. Though neither of the runners has reached the Olympic qualifying standards, they are competing based on a program for underrepresented locations. With medals highly unlikely in this Olympics, the runners say they are motivated by the thrill of being part of the Palestinian Olympic team.

For Israel, its Olympic runners come from the Ethiopian-Jewish community. Haile Satayin was part of an airlift to Israel in 1991. The rapid change from living in an agrarian, famine stricken country to a country where fast food is prevalent made Satayin gain weight. He began to run in order to lose weight, but he quickly began running competitively. At the 2008 Beijing Olympics, Satayin, then 53, was the oldest runner in the marathon. Looking ahead to the London Olympic marathon, Zohar Zimro is the only Israeli athlete with a confirmed place so far.

Running marathons goes beyond athletic prowess. It is a deeply emotional experience where the runner challenges their own will, constantly trying to break free. Marathon runners often say that the land the runner traverses becomes part of their soul, which is particularly relevant in Israel, a complicated land full of beauty and pain.

Amy Styer is a freelance journalist based in Jerusalem, Israel.

Posted on: April 9, 2012, 2:46 pm Category: The View From Here Tagged with: , , , , ,

By: tburns

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History of April Fools’ Day

Did you get pranked on April Fools’ Day this year? If so, you were one of the many across the globe to participate in some April Fools’ shenanigans. But did you ever wonder where this jokester’s day began?

Some believe it was Pope Gregory XIII who played the first prank. In the 1500s, Pope Gregory XIII gave the world the new calendar, appropriately named the Gregorian Calendar. This new calendar changed the first day of the year from April 1 to January 1. Most heard about the change and transitioned their New Year’s celebrations, but the poor “fools” who didn’t get the news continued to celebrate the New Year on April 1. So for years to come, they were the fools of the ultimate and original April Fools’ Day.

For more information on the global origins of the tradition, read the article by “The Museum of Hoaxes” on April Fools’ Day Origins.

Classroom Discussion Questions:

  1.  How do different cultural groups and/or geographic regions celebrate April Fools?
  2. Which other holidays are celebrated throughout many nations of the world?
  3.  Should holidays be celebrated in public schools?  If so, which ones?

Additional Resources for Global Issues in Context Subscribers:
Google Maps go Retro for April Fools’ Day
April Fools’ Story Sparks Panic in Jordan (2010)

Posted on: April 4, 2012, 3:20 pm Category: News in Context Tagged with: ,

By: meaghandavies

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The View from Barcelona: Bilingual Education

by Alex Polzin

2 April 2012. Barcelona, Spain. On March 9th, Catalan courts, the Tribunal Superior de Justícia de Catalunya (TSJC), voted twenty-one to one in favor of maintaining the current Catalan-language immersion model of education in Catalan schools, as opposed to an “integrated bilingual” model, which would establish separate Spanish- and Catalan-language tracks. This decision comes in response to a court case last fall brought about by three families, charging that students were not adequately prepared linguistically by the public school system for life in Spain. The decision was coupled with a renewed vow to aid students who need additional support with Spanish but remains dedicated to its current immersion model.

The Palau de la Generalitat de Catalunya on Plaza de Sant Jaume, in Barcelona, Spain.

The Palau de la Generalitat de Catalunya on Plaza de Sant Jaume, in Barcelona, Spain.

The president of the Generalitat de Catalunya (the governing body of the autonomous region of Catalunya) was quoted in the Catalan language publication L’Avui as defending the system: “Aquest model convé a Catalunya des del punt de vista de la cohesió i de la igualtat d’oportunitats” (This model conforms to Catalunya from the point of view of social cohesion and equal opportunities). Whereas the vice president of the Spanish government was quoted by La Vanguardia as saying “El Gobierno defiende y defenderá un bilingüismo integrador, que potencie en el ámbito de la escuela y de lo público esa normalidad y cordialidad que existe en el uso de las lenguas en la calle” (The government defends and will defend an integrative bilingualism that strengthens in the spheres of school and public life, the normalcy and cordiality that exists in the use of the languages in the street). This issue will continue to resurface as it is a hotly contested aspect of the ongoing political discussion between the overlapping nation of Catalunya and the nation-state of Spain.

The Catalan system, built on the model of French Canada, was incorporated following the national constitution’s allowing for the co-roles of official languages by autonomous regions. This came as a stark change to the strict suppression of the Catalan language under the regime of Franco. Today the language is very much alive, so much so that Catalunya was even invited as the guest of honor at the 2007 Frankfurt Book Fair.

Barcelona language schools

Students in a language school in Barcelona.

In the neighborhood of Gràcia, whose plazas recall the ultimately unsuccessful revolution of 1868 – or the title of Mercè Rodoreda’s account of the Spanish Civil War La plaça del diamante – red, yellow, and blue Catalan flags hang from street lights and balconies. Scrawled in graffiti are messages on storefronts to write advertisements in Catalan, not Spanish. All remind the passersby that they are not in Spain, but Catalunya. Yet still, if Spanish is the majority language in Barcelona, can it be justified to force students to study in Catalan?

Available to anyone interested in studying, the Generalitat de Catalunya offers free Catalan courses with a wide variety of scheduling options, including online. Although the name of the Servei de Normalizació de Llengua Catalana may come across with an uncomforting tinge of Fordian forced cultural courses, the optional class in which I found myself was full of what is to be expected in any basic language class: plenty of jokes and misunderstandings, as well as a good deal of questions and some learning. The center had the feeling of a damp, poorly lit municipal swimming pool, with graying, murky tile walls and desks covered in graffiti and gummed underneath, but an enthusiastic teacher led us through our introductory attempts. The textbooks spelled out lessons in a vocabulary of places and people whose names consecrate and dote the pride of the Catalan tongue: Gaudi’s Park Güell, Joan Miro, Las Ramblas, Salvador Dali, Ramon Llull. Walking the streets or speaking with people in a cafe, how can you expect to interact with a place without a dialogue with its own words, or at least an intent?

M. Rosa Vila Pujol, the director of the Spanish Department at the Universitat de Barcelona, asserts in her publication “Sociolinguistics of Spanish in Catalonia,” that Catalan immersion in school does not detract from Spanish ability, but rather purports that whereas if otherwise relegated out of schools, usage would decline. She notes that due to the influx of Spanish-speaking immigrants and the prevalence of Spanish as a majority language, “the reinforcement of prestige [as the language of instruction] of the Catalan language has not taken anything away from the prestige of Spanish” (p. 72). Additionally, she argues that the new language model boasts a very high success rate: “Over the last two decades, Catalan schools have fostered a strong turn-around in the competence levels. In 1988, 75% of the population between 10–19 years of age could speak Catalan and 60% could write it; today [2007] 97% of the schooled population says that they understand, speak, read, and write in Catalan” (p. 71-72).

There are also interesting case studies in the Basque Country and neighboring Valencia. The Basque educational system gives an idea of what might be expected of a dual track system in Catalunya that divides students according to language. Basque language fluency is nowhere comparable to Catalan levels, although this can also in a large part be attributed to the vast linguistic differences between Spanish and Euskadi, and the languages have been relegated to social spheres. In Valencia, Valenciano, which is very closely related to Catalan, is nowhere near as prevalent. However, in recent years, it has been implemented much more intensively in the school system and is making a comeback. My small public class was largely comprised of students from different regions of Spain, a number of Latin Americans, and a couple from the Philippines. Larger first generation immigrant populations will continue to get by with whatever words at hand. Their children, though, look set to uphold the dialogue in both Spanish and Catalan.

Alex Polzin is a graduate student and freelance writer in Barcelona, Spain.

Posted on: April 2, 2012, 3:41 pm Category: Uncategorized Tagged with: , , , ,

By: tburns

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