From Spreadsheets to Soul-Searching: "Weapons of Math Destruction" and the Future of Teaching

Algorithms are everywhere. Simply put, an algorithm is just a set of rules or instructions that a computer follows to solve a problem or complete a task. In education, we can use algorithms for all sorts of things: from identifying students struggling with a certain topic (thank you, conditional formatting!) to planning personalized learning activities for students based on their individual progress, or creating step-by-step guides for complex math problems. They can even help with administrative tasks like timetabling and resource allocation. The promise of algorithms in education is efficiency, personalization, and the potential to uncover hidden patterns in data. However, as Cathy O'Neil brilliantly illustrates in "Weapons of Math Destruction," the reality is often far more complex, and sometimes, downright problematic.

Although I am only two chapters into "Weapons of Math Destruction," it has me already seeing the human cost of trusting algorithms blindly. Cathy O'Neil's takedown of the Washington, D.C. school system's value-added model (VAM) and its use of an algorithm to fire the "worst performing" teachers is a perfect example of how algorithms, without proper oversight, can have devastating real-world consequences. This book brilliantly highlights how these "objective" systems can actually be incredibly subjective, especially when human common sense isn't in the equation. It's a wake-up call to remember that algorithms are tools, not oracles, and they desperately need a human check.

Reading these first two chapters has made me reflect on my own use of technology in the classroom. I'm a math teacher, so I'm no stranger to the power of data. I appreciate the efficiency of tools like conditional formatting to quickly identify students who might be struggling with a particular concept. It allows me to target my instruction and provide individualized support. However, "Weapons of Math Destruction" has made me realize the importance of not relying solely on data. Numbers can be helpful, but they can't replace the personal connection I have with my students, the nuanced understanding of their individual learning styles, and the intuition I've developed over years of teaching. I know when a student is truly struggling, even if the spreadsheet doesn't flag them. I know when a student is having a bad day and needs a little extra encouragement. These are the kinds of insights that algorithms can't capture.

"Weapons of Math Destruction" is a valuable reminder that technology should enhance, not replace, the human element in education. Algorithms can be powerful tools, but they are only as good as the data they are fed and the intentions of those who create and implement them. We, as educators, have a responsibility to be critical consumers of technology and to advocate for the ethical use of algorithms in our classrooms and schools. We need to ask tough questions about how these systems work, who they impact, and what values they reflect. Ultimately, the goal of education is to nurture human potential, and that requires more than just crunching numbers. It requires empathy, understanding, and a commitment to seeing each student as a unique individual. What are your thoughts? How do you balance the use of technology with the human element in your teaching?