Students need to develop "number sense" -- 3 + 4 is not going to equal 34 -- writes "Bell Ringer" Holly Korbey on the Hechinger Report.
"Unlike the recent surge of evidence on science-based reading instruction, research and emphasis on number sense isn’t making its way into schools and classrooms in the same way," she writes. "Students spend less time on foundational numeracy compared with what they spend on reading; elementary teachers often receive less training in how to teach math effectively; and schools use fewer interventions for students who need extra math support."
Students from higher-income families had memorized more basic math facts, such as the answer to one plus two, by kindergarten and first grade, concludes a Boston College study. Advantaged children were able to use more sophisticated problem-solving strategies.
"Teachers aren’t often taught to look at math learning as a whole, a progression of skills that takes students through elementary math, beginning with learning to count and ending up in fractions and decimals," writes Korbey. "Early number sense connects to advanced math."
Education reporters need to understand the history of math education to "get the context right," and avoid falling for fads, Korbey tells Alexander Russo on Kappan Online.
For example, journalists have "told things that aren’t supported by research, like memorizing math facts is harmful or that if students are engaged and having fun with 'real world' problems, they are learning," she warns. As JUMP math founder John Mighton puts it, “superficial engagement is momentary,” while “deep engagement comes from mastery.”
To find high-quality, reliable research on the "science of math" learning, Korbey recommends the National Mathematics Advisory Panel’s final report — commissioned by the U.S. government in 2008.
It concludes that "foundational skills are crucial to success; teachers should have a scientific understanding of how students learn; and the benefits of procedural fluency, conceptual understanding, and the quick recall of math facts all reinforce each other," she says. Research supports a mix of teacher-led instruction and student-centered inquiry, "depending on the circumstances, context and skills of the students."
Like Korbey, I see lots of stories on helping students overcome math anxiety. Why are they so anxious? Perhaps its because they weren't taught the basics.
"Missing foundational skills needs more coverage — how to help students who struggle, how teachers are trained to teach early math, and whether district curriculum supports the evidence," she writes. "Like phonics in reading, students without strong number sense and quick math facts will struggle when the math gets more complex, and the keys to understanding might lie in early elementary classrooms."
Like Korbey, I see lots of stories on helping students overcome math anxiety. Why are they so anxious? Perhaps its because they weren't taught the basics.
Hear hear.
Youtube: Abbot and Costello: 7 x 13 is 28.
You ever go to school, stupid?
Yes, and I came out the same way.
There used to be competitions in "number sense". You had to look at long, arithmetic expressions and deduce the answer in your head. The only thing you were allowed to write on the answer sheet was the answer -- no pencil calculations allowed.
It was fun, but the kids who were really good at it were so scorchingly good that the rest of us never stood a chance.
The takeaway is that number sense can be developed in just about any kid. Just practice, practice, practice. Even a few hours of practice would raise your scores noticeably. Also, it happens to be a useful skill in real life. Even though you have a calculator in your pocket, how ofte…