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Here is a new critique of the Khan Academy, the subject of a widely read post I published Monday about the hype and reality of the academy.You can find that post here. And you can find a response to that post from the founder of the Khan Academy, Sal Khan, by clicking here.
The following was written by Christopher Danielson and Michael Paul GHoldenberg. Danielson holds a Ph.D. in mathematics education from Michigan State University. He teaches math at Normandale Community College in Bloomington, MN. He maintains the blog “Overthinking My Teaching” and has written for Connected Mathematics. As of this writing, he has three badges and 11,041 energy points on Khan Academy. Goldenberg holds a master’s degree in mathematics education from the University of Michigan, as well as master’s degrees in English and psychological foundations of education from the University of Florida. He writes the blog “Rational Mathematics Education” and was a co-founder of the group Mathematically Sane. He currently coaches high school mathematics teachers in Detroit.
By Christopher Danielson and Michael Paul Goldenberg
Nearly everyone believes that K-12 mathematics education in the United States is in desperate need of improvement. One person whom many feel has built a definitively better math teaching mousetrap is Salman Khan, whose free on-line library of short instructional videos has had millions of hits (170,000,000 as of this writing) and drawn heaps of praise and capital from such luminaries as Bill Gates. Gates has called Khan, "the best teacher I've ever seen." But we contend that, rather than revolutionizing mathematics teaching and learning, Khan’s work adds a technological patina to a moribund notion of teaching and learning mathematics. What is more, his videos reveal an ignorance of how we know students learn mathematics.
So pervasive and fawning is the current media rhetoric surrounding Khan Academy that when Newsweek ran a cover story recently about the top 100 digital innovators, the question was not whether Sal Khan would be on the list, but whether revolutionary would be used to describe him. Sure enough Newsweek gushed, “Khan Academy offers an innovative portal that could revolutionize the American educational system.”
We have great respect for the stated goal of Khan Academy — “A free, world-class education for anyone, anywhere.” Yet, we have some serious concerns about the quality of the instruction providing this education. Indeed, if either of us were supervising Khan’s instruction, we would point to some concrete and important gaps in his practice.
What do you need to know to teach?
Our view is that content knowledge alone is inadequate for quality instruction. While knowing mathematics is of course necessary and contributes to making good decisions in a math lesson, it is not sufficient. Many mathematics educators stress another kind of knowledge necessary to design and deliver quality instruction: pedagogical content knowledge (PCK). PCK refers to knowledge of content as it relates to teaching.
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