Common Core standards aren’t supposed to tell teachers how to teach, writes Barry Garelick in *Education News*. However, Common Core math is “a massive dose of steroids” for the math reform movement.

Reform math has manifested itself in classrooms across the United States mostly in lower grades, in the form of “discovery-oriented” and “student-centered” classes, in which the teacher becomes a facilitator or “guide on the side” rather than the “sage on the stage” and students work so-called “real world” or “authentic problems.” It also has taken the form of de-emphasizing practices and drills, requiring oral or written “explanations” of problems so obvious they need none, finding more than one way to do a problem, and using cumbersome strategies for basic arithmetic functions.

. . . math reformers believe such practices will result in students understanding how numbers work—as opposed to just “doing” math. In fact, reformers tend to mischaracterize traditionally taught math as teaching only the “doing” and not the understanding; that it is rote memorization of facts and procedures and that students do not learn how to think or problem solve.

“Forcing students to think of multiple ways to solve a problem” doesn’t guarantee they understand what they’re doing, he writes. Students’ explanations often “will have little mathematical value.” They’re demonstrating “rote understanding.”

Nations that teach math in the traditional way do quite well on PISA, even though the exam reflects “reform math principles,” writes Garelick. “Perhaps this is because basic foundational skills enable more thinking than a conglomeration of rote understandings.”

In this video, a teacher shows how to explain why 9 + 6 = 15 by “making tens.”

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