Showing posts with label problem solving. Show all posts
Showing posts with label problem solving. Show all posts

Tuesday, June 2, 2015

PIACC – PISA for grown-ups

Greetings from 37,000 feet. As I write these words, I am on my way from San Francisco, California, to Boston, Massachusetts, to participate in a two-day workshop at Harvard, sponsored by the OECD (Organisation for Economic Co- operation and Development), to look at what should go into the math tests that will be administered to children around the world for PISA 2021.

PISA, the Programme for International Student Assessment, gets such extensive press coverage each time one of its reports is published, that it really needs no introduction. Americans have grown used to the depressing fact that US school children invariably perform dismally, ranked near the bottom of the international league tables, with countries like Japan and Finland jostling around at the top.

But chances are you have not heard of PIACC – the Programme for the International Assessment of Adult Competencies. The OECD introduced this new program a few years ago to investigate the nation-based adult skillsets that are most significant to national prosperity in a modern society: literacy, numeracy, and problem solving in a technology-rich environment (PS-TRE).

Whereas the PISA surveys focus on specific age-groups of school students, PIAAC studied adults across the entire age range 16 to 65.

The first report based on the PIAAC study was published in fall 2013: OECD Skills Outlook 2013: First Results from the Survey of Adult Skills.

A subsequent OECD report focused on PIACC data for US adults. The report’s title, Time for the U.S. to Reskill, gives the depressing-for-Americans headline that warns you of its contents. The skill levels of American adults compared to those of 21 other participating OECD countries were found to be dismal right across the board. The authors summarized US performance as “weak on literacy, very poor on numeracy,” and slightly below average on PS-TRE.

“Broadly speaking, the weakness affects the entire skills distribution, so that the US has proportionately more people with weak skills than some other countries and fewer people with strong skills,” the report concluded.

I have not read either OECD report. As happened when I never was able to watch the movie Schindler’s List, it is one of those things I feel I ought to read but cannot face the depression it would inevitably lead to. Rather, for airplane reading on my flight from Stanford to Harvard, I took with me a recently released (January 2015) report from the Princeton, NJ-based Educational Testing Service (ETS), titled AMERICA’S SKILLS CHALLENGE: Millennials and the Future.

The ETS report disaggregates the PIAAC US data for millennials—the generation born after 1980, who were 16–34 years of age at the time of the assessment.

The millennial generation has attained more years of schooling than any previous cohort in American history. Moreover, America spends more per student on primary through tertiary education than any other OECD nation. Surely then, this report would not depress me? I would find things to celebrate.

Did I? Read on.

This month’s column is distilled from the notes I made as I read through the ETS report. (These are summarizing notes. I did not bother to quote exactly, or even to use quotation marks when lifting a passage straight from the report. The originals of all the reports cited here are all freely available on the Web, so please go to the source documents to see what was originally written.)

A central message emerging from the ETS report is that, despite all the costly and extensive education, US millennials on average demonstrate relatively weak skills in literacy, numeracy, and problem solving in technology-rich environments, compared to their international peers. Sigh.

And this is not just true for millennials overall, it also holds for our best performing and most educated young adults, for those who are native born, and for those from the highest socioeconomic background. Moreover, the report’s findings indicate a decrease in literacy and numeracy skills for US adults when compared with results from previous adult surveys.

Some of the data highlights:
  • In literacy, US millennials scored lower than 15 of the 22 participating countries.
  • In numeracy, US millennials ranked last.
  • In PS-TRE, US millennials also ranked last.
  • The youngest segment of the US millennial cohort (16- to 24-year-olds), who will be in the labor force for the next 50 years, ranked last in numeracy and among the bottom countries in PS-TRE.
Even worse for those of us in higher education, this dismal picture holds for those with higher education:
  • US millennials with a four-year bachelor’s degree scored third from bottom in numeracy.
  • US millennials with a master’s or research degree were fourth from bottom.
All very depressing. I fear that this state of affairs will continue all the time US education continues to be treated as a political football, with our nation’s children and their teachers treated as pawns while various groups fight political battles, and make decisions, based not on learning research (of which there is now a copious amount, much of it generated in US universities) but on uninformed beliefs and political ideology. [You were surely waiting for me to throw in my two cents worth of opinion. There it is.]

To finish on a high note, we Americans famously like winners. So let’s raise a glass to the nations that came out on top in the rankings (in order, top first):

Literacy: Japan, Finland, Netherlands

Numeracy: Japan, Finland, Belgium

PS-TRE: Japan, Finland, Australia

In their own way, each of these countries seems to be doing education better than we are.

Yet here’s the fascinating thing. I’ve spent time in all of those countries. They each have a lot to offer, and I like them all. I also was born and grew up in the UK, moving to the US as an adult in 1987. I am a lifelong educator. But for all its faults (and its education system is just one of a legion of things America does poorly) I’d rather live where I do now, in the USA, with Italy in second place. But that’s another story. A complicated story. (If you think California is a separate nation, and in many ways it is, then my preference statement needs further parsing.) Doing well on global tests of educational attainment is just one factor that we can use to measure quality of life.

Tuesday, April 1, 2014

What good is math and why do we teach it?

This month’s column comes in lecture format. It’s a narrated videostream of the presentation file that accompanied the featured address I made recently at the MidSchoolMath National Conference, held in Santa Fe, NM, on March 27-29. It lasts just under 30 minutes, including two embedded videos.

In the talk, I step back from the (now largely metaphorical) blackboard and take a broader look at why we and our students are there is the first place.


Download the video here.

Saturday, February 1, 2014

Want to learn how to prove a theorem? Go for a mountain bike ride

Because this blogpost covers both mountain biking and proving theorems, it is being simultaneously published in Devlin’s more wide ranging blog profkeithdevlin.org.
Mountain biking is big in the San Francisco Bay Area, where I live. (In its present day form, using specially built bicycles with suspension, the sport/pastime was invented a few miles north in Marin County in the late 1970s.) Though there are hundreds of trails in the open space preserves that spread over the hills to the west of Stanford, there are just a handful of access trails that allow you to start and finish your ride in Palo Alto. Of those, by far the most popular is Alpine Road.
My mountain biking buddies and I ascend Alpine Road roughly once a week in the mountain biking season (which in California is usually around nine or ten months long). In this post, I'll describe my own long struggle, stretching over many months, to master one particularly difficult stretch of the climb, where many riders get off and walk their bikes.
[SPOILER: If your interest in mathematics is not matched by an obsession with bike riding, bear with me. My entire account is actually about how to set about solving a difficult math problem, particularly proving a theorem. I'll draw the two threads together in a subsequent post, since it will take me into consideration of how the brain works when it does mathematics. For now, I'll leave the drawing of those conclusions as an exercise for the reader! So when you read mountain biking, think math.]
Alpine Road used to take cars all the way from Palo Alto to Skyline Boulevard at the summit of the Coastal Range, but the upper part fell into disrepair in the late 1960s, and the two-and-a-half-mile stretch from just west of Portola Valley to where it meets the paved Page Mill Road just short of  Skyline  is now a dirt trail, much frequented by hikers and mountain bikers.
Alpine Road. The trail is washed
out just round the bend
A few years ago, a storm washed out a short section of the trail about half a mile up, and the local authority constructed a bypass trail. About a quarter of a mile long, it is steep, narrow, twisted, and a constant staircase of tree roots protruding from the dirt floor. A brutal climb going up and a thrilling (beginners might say terrifying) descent on the way back. Mountain bike heaven.
There is one particularly tricky section right at the start. This is where you can develop the key abilities you need to be able to prove mathematical theorems.
So you have a choice. Read Polya's classic book, or get a mountain bike and find your own version of the Alpine Road ByPass Trail. (Better still: do both!) 
My mountain bike at the start of the bypass trail
When I first encountered Alpine Road Dirt a few years ago, it took me many rides before I managed to get up the first short, steep section of the ByPass Trail. 
What lies around that sharp left-hand turn?
It starts innocently enoughbecause you cannot see what awaits just around that sharp left-hand turn.
After you have made the turn, you are greeted with a short narrow downhill. You will need it to gain as much momentum as you can for what follows.
The short, narrow descent
I've seen bikers with extremely strong leg muscles who can plod their way up the wall that comes next, but I can't do it that way. I learned how to get up it by using my problem-solving/theorem-proving skills.
The first thing was to break the main problem—get up the insanely steep, root strewn, loose-dirt climbinto smaller, simpler problems, and solve those one at a time. Classic Polya.
But it's Polya with a twistand by "twist" I am not referring to the sharp triple-S bend in the climb. The twist in this case is that the penalty for failure is physical, not emotional as in mathematics. I fell off my bike a lot. The climb is insanely steep. So steep that unless you bend really low, with your chin almost touching your handlebar, your front wheel will lift off the ground. That gives rise to an unpleasant feeling of panic that is perhaps not unlike the one that many students encounter when faced with having to prove a theorem for the first time.
If you are not careful, your front wheel will lift 
off the ground.
The photo above shows the first difficult stretch. Though this first sub-problem is steep, there is a fairly clear line to follow to the right that misses those roots, though at the very least its steepness will slow you down, and on many occasions will result in an ungainly, rapid dismount. And losing momentum is the last thing you want, since the really hard part is further up ahead, near the top in the picture.
Also, do you see that rain- and tire-worn groove that curves round to the right just over half way upjust beyond that big root coming in from the left? It is actually deeper and narrower than it looks in the photo, so unless you stay right in the middle of the groove you will be thrown off line, and your ascent will be over. (Click on the photo to enlarge it and you should be able to make out what I mean about the groove. Staying in the groove can be tricky at times.)
Still, despite difficulties in the execution, eventually, with repeated practice, I got to the point of  being able to negotiate this initial stretch and still have some forward momentum. I could get up on muscle memory. What was once a series of challenging problems, each dependent on the previous ones, was now a single mastered skill.
[Remember, I don't have super-strong leg muscles. I am primarily a road bike rider. I can ride for six hours at a 16-18 mph pace, covering up to 100 miles or more. But to climb a steep hill I have to get off the saddle and stand on the pedals, using my body weight, not leg power. Unfortunately, if you take your weight off the saddle on a mountain bike on a steep dirt climb, your rear wheel will start to spin and you come to a stop - which on a steep hill means jump off quick or fall. So I have to use a problem solving approach.]
Once I'd mastered the first sub-problem, I could address the next. This one was much harder. See that area at the top of the photo above where the trail curves right and then left? Here is what it looks like up close.
The crux of the climb/problem. Now it is really steep.
(Again, click on the photo to get a good look. This is the mountain bike equivalent of being asked to solve a complex math problem with many variables.)
Though the tire tracks might suggest following a line to the left, I suspect they are left by riders coming down. Coming out of that narrow, right-curving groove I pointed out earlier, it would take an extremely strong rider to follow the left-hand line. No one I know does it that way. An average rider (which I am) has to follow a zig-zag line that cuts down the slope a bit.
Like most riders I have seenand for a while I did watch my more experienced buddies negotiate this slope to get some cluesI start this part of the climb by aiming my bike between the two roots, over at the right-hand side of the trail. (Bottom right of picture.)
The next question is, do you go left of that little tree root nipple, sticking up all on its own, or do you skirt it to the right? (If you enlarge the photo you will see that you most definitely do not want either wheel to hit it.)
The wear-marks in the dirt show that many riders make a sharp left after passing between those two roots at the start, and steer left of the root protrusion. That's very tempting, as the slope is notably less (initially). I tried that at first, but with infrequent success. Most often, my left-bearing momentum carried me into that obstacle course of tree roots over to the left, and though I sometimes managed to recover and swing  out to skirt to the left of that really big root, more often than not I was not able to swing back right and avoid running into that tree!
The underlying problem with that line was that thin looking root at the base of the tree. Even with the above photo blown up to full size, you can't really tell how tricky an obstacle it presents at that stage in the climb. Here is a closer view.
The obstacle course of tree roots that awaits 
the rider who bears left
If you enlarge this photo, you can probably appreciate how that final, thin root can be a problem if you are out of strength and momentum. Though the slope eases considerably at that point, Ilike many riders I have seenwas on many occasions simply unable to make it either over the root or circumventing it on one sidethough all three options would clearly be possible with fresh legs. And on the few occasions I did make it, I felt I just got luckyI had not mastered it. I had got the right answer, but I had not really solved the problem. So close, so often. But, as in mathematics, close is not good enough.
After realizing I did not have the leg strength to master the left-of-the-nipple path, I switched to taking the right-hand line. Though the slope was considerable steeper (that is very clear from the blown-up photo), the tire-worn dirt showed that many riders chose that option.
Several failed attempts and one or two lucky successes convinced me that the trick was to steer to the right of the nipple and then bear left around it, but keep as close to it as possible without the rear wheel hitting it, and then head for the gap between the tree roots over at the right.
After that, a fairly clear left-bearing line on very gently sloping terrain takes you round to the right to what appears to be a crest. (It turns out to be an inflection point rather than a maximum, but let's bask for a while in the success we have had so far.)
Here is our brief basking point.
The inflection point. One more detail to resolve.
As we oh-so-briefly catch our breath and "coast" round the final, right-hand bend and see the summit ahead, we comevery suddenlyto one final obstacle.
The summit of the climb
At the root of the problem (sorry!) is the fact that the right-hand turn is actually sharper than the previous photo indicates, almost a switchback. Moreover, the slope kicks up as you enter the turn. So you might not be able to gain sufficient momentum to carry you over one or both of those tree roots on the left that you find your bike heading towards. And in my case, I found I often did not have any muscle strength left to carry me over them by brute force.
What worked for me is making an even tighter turn that takes me to the right of the roots, with my right shoulder narrowly missing that protruding tree trunk. A fine-tuned approach that replaces one problem (power up and get over those roots) with another one initially more difficult (slow down and make the tight turn even tighter).
And there we are. That final little root poking up near the summit is easily skirted. The problem is solved.
To be sure, the rest of the ByPass Trail still presents several other difficult challenges, a number of which took me several attempts before I achieved mastery. Taken as a whole, the entire ByPass is a hard climb, and many riders walk the entire quarter mile. But nothing is as difficult as that initial stretch. I was able to ride the rest long before I solved the problem of the first 100 feet. Which made it all the sweeter when I finally did really crack that wall.
Now I (usually) breeze up it, wondering why I found it so difficult for so long.
Usually? In my next post, I'll use this story to talk about strategies for solving difficult mathematical problems. In particular, I'll look at the role of the subconscious in being able to put together a series of mastered steps in order to solve a big problem. For a very curious thing happened after I took the photos to illustrate this post. I walked back down to collect my bike from the ByPass sign where I'd left it, and rode up to continue my ride.
It took me four attempts to complete that initial climb!
And therein lies one of the biggest secrets of being able to solve a difficult math problem.