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The results from the Calculus Concept Inventory (CCI) for Finland
may be of interest. I am nor sure if the Basic Skills Diagnostic
Test (BSD) was also given in Finland, I will try to check. <br>
<br>
The CCI results were typical of American classes. . . . that is to
say, not very good -- and thus a surprise to those requesting the
test. <br>
<br>
Again, to summarize. . . . the American results on the CCI are very
dramatic, depending on teaching methodology, and show an interesting
pattern in other countries.<br>
<br>
In brief: So called "Interactive Engagement" classes in calculus
show radically different outcomes from all the other classes,
regardless of whether the instructors believe they are doing
interactive teaching or not. The normalized gain runs from 0.05 to
about 0.25, with a mean of 0.15. This shows that the amount of
conceptual understanding generated from s semester of teaching is
exceedingly small. <br>
<br>
There were three small populations with clearly
interactive-engagement methodologies, plus a large population (about
1000) from University of Michigan (Karen Rhea) that were clearly,
demonstrably, Interactive Engagement. These differ from the lecture
based sections by two sigma -- basically two Gaussians with no
overlap. It is in astonishing effect. A major chunk of this is
clearly due to the nature of the tasks on the test. All of the items
are "Conceptual Understanding" (CU), not calculation of manipulation
based, but also considered easy if basic conceptual understanding is
present. <br>
<br>
The ting that astonished me is that the different teaching
methodology makes such an enormous difference, and the fact that the
test items isolates the effect, in that the it ems really are
exactly the kind that are clearly lost in lecture based teaching. <br>
<br>
The results in China (about 1000 students) were entirely equivalent
to the best classes here on average. . The Chinese classes of course
are strongly lecture based, although there is supplementary work,
outside the main lectures (well described in the literature) that
are much more group work, much more interactive, and, of course the
Chinese students have experienced much more interactive group work
in math for many years. . . . One doesn't know if this is a
criticism of American education (the overwhelming bulk of the
students get almost no conceptual understanding from a semester of
year of calculus) or a compliment in that they can come up to the
level of the Chinese students in one semester of drastically
different education. . . . .<br>
<br>
We are starting to work on organizing this data and publishing. . .
something. . . . .But the outline of what it all shows is already
quite clear. <br>
<br>
Jerry Epstein<br>
<br>
On 4/22/2012 7:39 PM, Richard Hake wrote:
<blockquote cite="mid:a06240811cbba3ed977ac@%5B192.168.1.106%5D"
type="cite">
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<title>Finnishing Touches</title>
<div><font color="#000000" face="Times" size="+1">Some subscribers
to
RUME might be interested in a recent discussion-list post
"Finnishing Touches" [Hake (2012)].<br>
<br>
The abstract reads:<br>
<br>
****************************************************</font></div>
<div><font color="#000000" face="Times" size="+1">ABSTRACT:
There have been several recent posts regarding the evidently
exemplary
Finnish educational system on the discussion lists Physoc
at</font><font color="#002A55" face="Times" size="+1">
<a class="moz-txt-link-rfc2396E" href="http://bit.ly/JjCbfH"><http://bit.ly/JjCbfH></a></font><font color="#000000"
face="Times" size="+1"> and Math-Teach at
<a class="moz-txt-link-rfc2396E" href="http://bit.ly/IJwwwf"><http://bit.ly/IJwwwf></a>. These
threads were stimulated by, respectively, Al Bartlett's Physoc
post</font><font color="#002A55" face="Times" size="+1">
"Education in Finland" at <a class="moz-txt-link-rfc2396E" href="http://bit.ly/HXVVAS"><http://bit.ly/HXVVAS></a> and
Jerry Becker's Math-Teach post</font><font color="#000000"
face="Times" size="+1"> "What it takes to cross the Finnish
line"</font><font color="#002A55" face="Times" size="+1">
at</font><font color="#000000" face="Times" size="+1">
<a class="moz-txt-link-rfc2396E" href="http://bit.ly/IegubS"><http://bit.ly/IegubS></a>.</font><br>
</div>
<div><font color="#000000" face="Times" size="+1">Is this just
Yogi
Berra's "deja vu all over again"? - see e.g., "Could
the U.S. Put Finnishing Touches on K-12?" by Hake (2005b) at
<a class="moz-txt-link-rfc2396E" href="http://bit.ly/IJiNW4"><http://bit.ly/IJiNW4 ></a>. </font><br>
</div>
<div><font color="#000000" face="Times" size="+1">Probably not,
because material by evidently well-informed Finnish writers is
cited
by Becker: "Finnish Lessons: What Can the World Learn from
Educational Change in Finland? by educator Pasi Sahlberg
(2011) - see
<a class="moz-txt-link-rfc2396E" href="http://www.finnishlessons.com/"><http://www.finnishlessons.com/></a> , and "What Americans
Keep
Ignoring About Finland's School Success" by journalist Anu
Partanen (2011) at <a class="moz-txt-link-rfc2396E" href="http://bit.ly/JZpKB2"><http://bit.ly/JZpKB2></a>.<br>
****************************************************</font><br>
</div>
<div><font color="#000000" face="Times" size="+1">To access the
complete 10 kB post please click on
<a class="moz-txt-link-rfc2396E" href="http://bit.ly/Ixkqa7"><http://bit.ly/Ixkqa7></a>.<br>
<br>
Richard Hake, Emeritus Professor of Physics, Indiana
University<br>
<a class="moz-txt-link-rfc2396E" href="mailto:rrhake@earthlink.net"><rrhake@earthlink.net></a><br>
Links to Articles: <a class="moz-txt-link-rfc2396E" href="http://bit.ly/a6M5y0"><http://bit.ly/a6M5y0></a><br>
Links to SDI Labs: <a class="moz-txt-link-rfc2396E" href="http://bit.ly/9nGd3M"><http://bit.ly/9nGd3M></a><br>
Blog: <a class="moz-txt-link-rfc2396E" href="http://bit.ly/9yGsXh"><http://bit.ly/9yGsXh></a><br>
Academia: <a class="moz-txt-link-rfc2396E" href="http://iub.academia.edu/RichardHake"><http://iub.academia.edu/RichardHake></a></font></div>
<div><font color="#000000" face="Times" size="+1">Twitter
<a class="moz-txt-link-rfc2396E" href="https://twitter.com/#!/rrhake"><https://twitter.com/#!/rrhake></a></font><br>
</div>
<div><font color="#000000" face="Times" size="+1"><br>
</font></div>
<div><font color="#000000" face="Times" size="+1">"The story of
Finland's extraordinary educational reforms is one that should
inform
policymakers and educators around the world."</font></div>
<div><font color="#000000" face="Times" size="+1"> Linda
Darling-Hammond, quoted at <a class="moz-txt-link-rfc2396E" href="http://bit.ly/Jjsa2a"><http://bit.ly/Jjsa2a></a><br>
<br>
"A terrific synthesis by a native Finn, a teacher, a
researcher,
and a policy analyst all rolled up into one excellent writer.
Pasi
Sahlberg teaches us a great deal about what we need to know
before
engaging in national educational reforms."</font></div>
<div><font color="#000000" face="Times" size="+1"> David
Berliner, quoted at <a class="moz-txt-link-rfc2396E" href="http://bit.ly/Jjsa2a"><http://bit.ly/Jjsa2a></a><br>
<br>
<br>
REFERENCES [All URL's shortened by <a class="moz-txt-link-rfc2396E" href="http://bit.ly/"><http://bit.ly/></a> and
accessed
on 22 April 2012.]</font><br>
</div>
<div><font color="#000000" face="Times" size="+1">Hake, R.R. 2012.
"Finnishing Touches" online on the OPEN! AERA-L archives at
<a class="moz-txt-link-rfc2396E" href="http://bit.ly/Ixkqa7"><http://bit.ly/Ixkqa7></a>. Post of 22 Apr 2012
11:28:54-0700 to
AERA-L and Net-Gold. The abstract and link to the complete
post are
also being transmitted to several discussion lists and are on
my blog
"Hake'sEdStuff" at <a class="moz-txt-link-rfc2396E" href="http://bit.ly/IJW3FA"><http://bit.ly/IJW3FA></a> with a
provision for comments.</font></div>
<div><font color="#000000" face="Times" size="+1"><br>
</font></div>
<div><font color="#000000" face="Times" size="+1">.</font></div>
<div><font color="#000000" face="Times" size="+1"><br>
<br>
</font></div>
<br>
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