It also doesn't make sense to say that all students are capable of the same level of success.
I think this part may be a part of the problem we're having with understanding. I do not think that all students are capable of achieving an A+ in university calculus, with any level of support. I do think that almost all students are capable of achieving a B in grade ten academic mathematics, and probably in grade eleven academic mathematics, given the correct supports throughout their academic careers. Some will be capable of A+'s in those areas, and some will require FAR more work than others to achieve the same things. But how we quantify "a high level of success" is crucial to this debate, and my impression is that you're setting the bar somewhat higher than I am.
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Date: 2011-08-17 10:57 pm (UTC)I think this part may be a part of the problem we're having with understanding. I do not think that all students are capable of achieving an A+ in university calculus, with any level of support. I do think that almost all students are capable of achieving a B in grade ten academic mathematics, and probably in grade eleven academic mathematics, given the correct supports throughout their academic careers. Some will be capable of A+'s in those areas, and some will require FAR more work than others to achieve the same things. But how we quantify "a high level of success" is crucial to this debate, and my impression is that you're setting the bar somewhat higher than I am.