Is it just me? The MCAP Algebra I seems ridiculously hard
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Anonymous
Yes, the math is quite simple, the most difficult part for students is likely understanding what the problem is actually asking, i.e imagining/realizing that the ball is traveling in a parabolic trajectory from (d, h) = (0, 0) until it hits the ground again at some other point (x, 0). I can see how this would definitely be difficult for someone seeing for the first time an example of modeling motion with a quadratic function, but on the other hand, if they've already seen or done a few of these examples (or happened to have had an introductory physics class), this particular one is very straightforward, as there is very little to do (just basic factoring, not even completing the square is needed). I agree with others that it's unlikely teachers will spend much time on applications, as they have enough issues in helping many kids with the basics and mechanics of quadratics, etc. One thing to note is that this type of problem (easy one step, assuming the student can understand what is being asked), is very much amenable to prepping. This is why these type of questions don't necessarily translate to being good at math and/or good at problem solving, but do translate to being prepped (kids who were shown these type of problems can easily solve this). |
juanjunoz
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^ This is exactly it. My daughter's math teacher is excellent, but my daughter never had a question like this on her homework that I recall. This question is from the MCAP practice test and made her completely panic. With a little bit of help, she was able to visualize the problem and realize that the ball was hit from the ground and would land again, and so she was looking for the x-intercepts. Then she remembered she could use a graphing calculator, which saved a lot of time.
We'll see how kids end up doing on this round of the MCAP. Personally, I don't feel not being able to answer this question on the spot, under timed circumstances, is an indictment of the student or the teacher. I also don't think it should be a requirement for high school graduation, which it will be for the class of 2024 (?) The DC area has a disproportionate number of extremely bright people, and they produce extremely bright kids, so although this question may seem obvious to a lot of people on this board, remember that you're probably at least in the top 10% of intelligence. I went to Whitman for a short time and used to laugh at how much the school patted itself on the back for the great job they were doing, when in reality, they just got really bright kids and pushed the low achievers (like me!) out the door (again, this was the early 80s). When you look at the state as a whole, most kids are not going to grow up to work for a think tank or a senator and will never, not with any amount of instruction, find this question easy or obvious. I get that the US is really far behind in math, and I can see an argument for yearly standardized testing, but it seems like the government's approach is to make the curriculum and test as hard as possible and then blame the teachers and the students for failing. When you set impossible (yes, impossible for many) standards, won't a lot of kids just give up? And just not graduate from high school? If you're going to have kids answer really tough questions like the one above, why not make sure it's relevant to their lives? Like compound interest problems. (Yes, there were some on the test.) But again, back in my day, ha ha, this wasn't part of Algebra I. |
Anonymous
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I would agree that Algebra 1 is more advanced than what I would expect for a 7th grader. That said, when my 7th grader took it before covid, I know of only one kid who didn't pass the test (there was a lot of buzz because kids who didn't pass the test were required to retake the test (at minimum) and course (recommended) so kids shared their results as a sense of relief). I'm sure there may have been others who didn't pass, but the vast majority stressed about it and then passed.
During Covid, kids' math skills went way, way down and instead of shoring them up, they are simply letting kids go forward without passing the test... I would also say that |
Anonymous
This so much. Not to mention I don’t understand why we need all this testing. Set high standards, create 1 adaptative test (or better yet choose one already normed nationally/ internationally) and administer in the Spring. Done. You’ll have year over year growth, test standards, If you want more information about individual or group performance, dig into the data. If we want kids to do well on these test then let them and teachers spend more time on the actual teaching and learning. Associate the learning to real life. Combined subjects, teach a subject over multiple years, etc. Example- It makes no sense that in 2022 we still teach Alg 1, then stop for Geometry and go back to Alg 2. Just combine Geometry and Alg 2 so kids aren’t losing time trying to remember something from 2 yrs ago. It can even be a 2yr class with spiraling of information. Same is true for Pre-Alg and Alg1. They would be much better courses if combined into Alg1A and Alg 1B with topics that actually built upon one another logically instead of just trying to be sure that in Pre-Alg kids covered a wide range of topics to get a foundation before Alg1. Combined all this with an intro Physical Science class in 8th grade and viola, kids are practice using the math in science. If we are really re-imagining 21st century education then lets really do that. Lets have math groups in class just like we have reading groups. Lets have teachers keep their classes for two years so kids and teachers form relationships. Let’s integrate math and science and technology. Lets integrate ELA with Social Studies and Geography. Let’s provide more outdoor time. Let’s acknowledge that one pedagogy might not work all the way through for all kids, but that different pedagogy might work for all kids at certain points. |
juanjunoz
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| ^ Hear hear! |
Anonymous
+1 Also, whose decision was it to try to incorporate MCAP testing grades into GPA for Algebra and Biology in future years? Is it the state or is it MCPS? I don't understand at all how it might work, when the scores take months to come back. |
Anonymous
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MCPS packs in a lot of content but does not give students enough time to absorb and process the material.
This often causes issues in high school as kids don’t retain the information |
Anonymous
That is from the state. Other counties have one course grade for the full year, instead of MCPS’ two semesters. The state has still not said how the test grade will be incorporated into the course grade, or when schools will get the scores. |
Anonymous
| DD just took MCAP Algebra 1 today. She didn't finish it in the given time and there are questions she never learned in class. |
Anonymous
Yes, you said this much more succinctly than I did. My daughter also said today’s MCAP Algebra I had a lot of material never covered in class or even included on the MCAP practice test. What am I supposed to know? We won’t teach you. What will be on the test? We won’t tell you. What if I fail this test? Don’t worry, it doesn’t mean anything. It’s like a conversation at the Madhatter’s tea party. |
Anonymous
It is insanity. If they want their tests to function like the NYS Regents exams, they need to revamp their testing system. |
Anonymous
Wait a sec! You child was allowed to use a graphing calculator on the test to solve this problem? That’s what is ridiculous. The problems should be written so no calculator is needed. |
Anonymous
Same. Same. |
Anonymous
| I couldn’t have answered it without help; that’s why I went to law school. |
Anonymous
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Some students are getting to Alg I too quickly and don't have the necessary background and number sense to be successful. There is a reason many of us didn't take Algebra I until 8th or 9th grade.
When MCPS tried to slow things down, parents complain. When kids aren't placed in the highest courses, parents complain. When the content gets difficult parents complain. |