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Dayton Daily News education reporter Scott Elliott writes about schools, kids, teaching and learning.
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Saturday, March 29, 2008
Our problem with mathematics
There are a lot of back-and-fourth arguments about what we do right and wrong when it comes to teaching children in the United States. But on one topic there is considerable agreement — our kids, in general, have weaker mathematics skills then they should have.
In last week’s New York Times, a national advisory panel reported that math in the U.S. is only at a “mediocre level” with a big fall off beginning in middle school. And the panel says the problem is the way we teach math.
Specifcally, the report takes issue with certain methods of teaching fractions, geometry and measurement and recommends an overhaul of the K-8 approach to teaching math. This story is well worth reading if you have wondered about your own child’s math preparation.
I’ve observed that a common complaint about math is often true — early elementary school teachers are often primarily reading experts. It’s not that they can’t teach math. They can. But their focus, energy and excitement tends to be built around reading instruction for many.
What have you observed about math instruction? What do you think the problems are? Do you agree with the findings cited from this report?
(Image credit: East Baton Rouge Parish Library)
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