Two and a Half Cheers for the Midwestern Bourgeoisie: Role of the Virtues in Tempering Business Decisions

A recent book (The Bourgeois Virtues: Ethics for an Age of Commerce, D. N. McCloskey), raises the matter of the role of the virtues in business and economic choice, arguing that capitalism can indeed, be virtuous or at least better than the alternative(s). This argument is especially timely in light of the apparent excesses on Wall Street and in some banking/financial institutions. Excessive greed and often the lack of business ethics contributed in substantive ways to the financial crisis and near economic meltdown we have been experiencing. As McCloskey, (2006, pp. 1-2) argues (in setting the stage for the complex argument made in this 616-page book!): “The book … is directed toward you who are suspicious of the phrase ‘bourgeois virtues,’ pretty sure that it is a contradiction in terms. And the book is directed, with less optimism about changing their minds, toward you who think the phrase is worse: a lie. ‘Bourgeois virtues’ is neither. The claim here is that modern capitalism does not need to be offset to be good. Capitalism can on the contrary be virtuous. In a fallen world bourgeois life is not perfect. But it’s better than any available alternative. American capitalism needs to be inspirited, moralized, completed. Two and a half cheers for the Midwestern bourgeoisie (middle-class, small business owners…. yet)… Many a businessman is an ethical shell or worse. Even the virtues of the bourgeoisie, … do not lead straight to heaven.”

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.