************************Reaction to the article on NCTM's "Curriculum Focal Points" in the Wall Street Journal, Tuesday, September 12, 2006, p. A1. See http://online.wsj.com/article_email/SB115802278519360136-lMyQjAxMDE2NTE4MjAxMjIyWj.html**********************Reaction by Mr. Don Beaty [retired junior high math teacher]:
When did anyone ever say that students don't need to learn the basic facts? Of course computation skills are important. Am I missing something? I'm concerned about reports going out titled "Return to Basics" and terms that refer to open-ended problem solving as "fuzzy."
The last thing we need is to return to the disastrous drill of math facts before students have gained good number sense and have understood the significance and value of the basic operations.
Have there been math teachers that don't realize that there are many times when the calculators need to be put away? Students can be sold on mental computation when they realize that it is quicker and easier than a calculator. But if they are not sold, then they will use their calculator
for everything when you are not looking.
Why use math? Not because you are forced into it. Because it makes solving all of your life's problems much easier. I often tell students that I love math because I hate homework. "Huh?" You see I can spend 5 extra minutes extending a problem (even after knowing the answer) and discover something that will save me hours of work many times over in the future. That's what math is! Finding ways to make solving problems easier and faster, but you have to be willing to invest a little time up front to reap the benefits later. If you don't do the math, then you are forced to do your work the hard way. Or worse yet, you could be unable to solve your problems and have to live with them.
America has become a haven for math phobia and this fact is one of the most significant factors for student failure today. This did not happen lately since the NCTM standards came out. This happened during the era of drill and practice:
Cram all of this number stuff in your head. Never mind you don't get it. Here. Let me show you my way. It is the best way, of course, so everyone must move their symbols around just like me. Be sure not to use your own mind, just do exactly as I do. Show your work, but make sure that your
work looks exactly like mine or you'll get points off.
I hope no one thinks we should "return to basics" like this.
The shift away from drill and symbol manipulation toward problem solving, understanding, and number sense has not even taken hold in our schools. It is a work in progress. I don't think the finger of blame can be pointed in that direction. There are so many complex factors associated with the woes of math education. Significant factors such as public attitude, political blunders and the misuse of standardized tests are just a few factors other than curriculum to consider.
Teachers, in case there are a few of you who didn't get the point, you were never supposed to minimize the importance of basic math facts. You were supposed to foster understanding, and value for those facts before demanding that they be learned. You were not suppose to forgo computationskills. You were supposed to improve them by moving away from paper and pencil symbol manipulation toward techniques of mental computation and ways to use mathematical perception to simplify and improve computation in your students. And with open-ended problem solving this can be done while fostering an understanding of how to apply these skills to life such that students will value those skills and have a richer, fuller life because of it.
I wasn't intending to write an essay here, so let me make an end. This is the heart of why the tone of this article concerns me. I feel that blame is being placed where it is not due and it will give many the impression that the NCTM Standards have been a failure and we must go "back". Back is not the answer.***********************************************