Differences between the math education philosophies

Since 1990, schools all over the U.S. have taken to teaching math in a "new" way. They called it "reform" math. Others called it "fuzzy" math. Much of the education community still believes in this methodology. Many parents don't.
Here is a basic list of the differences in teaching methods. This list is not meant to compare the actual effectiveness of the teaching methods.

Reform/New/Fuzzy Math

Many math topics covered at once (the day's work may cover geometry, substraction, multiplication and statistics)with too many topics overall that are covered superficially
Discovery based learning (teacher doesn't show how to do the work, students discover it themselves)
Application problems first so student can extrapolate math concepts
Standard Algorithms (like vertical addition and carrying) not taught, only more conceptual methods
Emphasis on conceptual understanding
Emphasis on explaining your work, showing how you thought about the problem
No emphasis on getting the correct answer
Group work, collaboration with other students
Spend a lot of time on one problem using hands on materials
Language oriented
No expectation of memorization of multiplication tables
No mastery of long division or multi-digit multiplication because calculators can do it


Traditional Math
One topic at a time till mastery
Fewer Topics
Teacher directed learning
Application problems shown after abstract math for students to apply their learning
Standard algorithms taught
Efficient methods taught
Emphasis on the correct answer
Individual work
Worksheets where many math problems are answered
Math oriented, not language oriented
Expectation of memorization of multiplication tables and basic math facts
Expectation of mastery of long division and multiplication by hand

School Board Voting on New Math Curriculum June 3rd

On June 3rd, 2008, the Edmonds School District Board will be voting on approving the new math curricula adoption for High School and for K through 5th grade.
HIGH SCHOOL:
Tony Byrd, Asst. Superindendent reported back to the SLAC committee (which I am a member of) the decision made by a committee that included himself as well as principals, department chairs, and math teachers. The adoption recommendations are McDougal Littell- Algebra 1, Geometry & Algebra 2 (series author Larsen), Pearson/Prentice Hall-Pre-Calculus & Calculus.
These sets of materials were reviewed and voted on by the math teachers and scored higher. Parents also preferred the McDougal Littell series. These materials will be used by all high schools in the district starting Fall 2008.
The McDougal Littell series focuses on teacher directed learning, direct explanations of concepts in the text, clear examples, and skill practice problems. The texts are accessible for parents and students to support the students work from home. On the spectrum, it is considered to be more traditional math than reform math. The committee thought it weak in the application problems or investigations and hopes to help teachers supplement the curriculum.
This decision is definitely good news. I am relieved that my children will not have to be in Integrated Math in high school. There will be some difficulty for Integrated Math 2 students going into next year and taking Algebra 2, because they will not have had sufficient Geometry. The 2 schools affected will try to address the as best they can.
K-5TH GRADE:
Tony Byrd reported to the SLAC committee that the committee that included himself, Elem. principals, teachers, learning support, Math Coordinator, Elem. Education director chose Math Expressions. All K-5th classes in the district will start using these materials in fall 2008.
Math Expressions is a balanced program on the spectrum of traditional math vs. reform math. It includes teacher directed learning and hands on investigations. It uses word problems and stresses "showing your thinking" as well as emphasizing strong basic skills and practice problems. The curriculum focuses on one topic at a time and homework is on the topic studied in class. Parents will be able to know what their children are learning. The algorithms used include traditional ones, although other more "conceptual" ones are also taught.
The original large committee was split on the decision between Expressions and Bridges (a very reform math program). The smaller committee eventually decided on Expressions although they felt Bridges was also a very strong program.
Parent opinion had been very strongly for Expressions. I was pleased with the opportunity to be on the SLAC committee and have many conversations with the people involved with the decision. I tried to convey parental opinion on the weaknesses of reform math. Having children in 4th and 2nd grade I was able to use actual examples of the pitfalls of the current math program that we have. I appreciated that my comments were always listened to carefully and taken into consideration. I believe they realized that I was not alone in my opinions and that many parents had the same point of view.
The elementary schools will be using Math Expressions and I am thrilled that my children, including my four year old and brand new baby, will go to school with this curriculum rather than suffer through the current TERC Investigations weak program. I guess I need to consider no longer supplementing my children's math education with math programs at home. What a concept!
Teacher training with the new materials will begin in August. There is some concern for this years 3rd and 4th graders since Expressions has higher math standards and our current students will not have been taught things during previous years that they should have been. The district will be helping teachers deal with this situation.
I think Edmonds School District has many people dedicated to our students and doing all they can to help them get the best education possible. This process has been a learning experience for me, and if anyone from our district or another school district has questions or needs advice I would be happy to help pass on what I learned.
Next year the SLAC committee will be involved in helping the district in overseeing the math adoption process. The district is determined to make the transition as smooth as possible and give students and teachers the support they need.

Math Expressions chosen as new K-5th Math Curriculum

Annette got an email message yesterday afternoon that Edmonds School District has chosen Math Expressions for its K-5th Math curriculum starting in the fall. This decision will become official once it is approved by the school board at a meeting in June.

This is good news for students in our district as it is a stronger math program that what is being used in many of our district schools. I hope you join with me in supporting our teachers and schools as they adjust to the new curriculum in the coming school year.

I want to thank you for taking an interest in this issue. I have enjoyed talking to other parents about math education. I appreciate the efforts of those parents who were able to look at the curriculum choices and voice their opinion.

If you would like to check out the Math Expressions website it is www.eduplace.com/math/mthexp .

Of course I know there is no perfect curriculum. And we really only had a chance to look at and voice opinions about the three that the committee narrowed it down to. However, I am really pleased that Math Expressions was the one that was ultimately chosen. I am convinced it will provide a much better math education for students than 1.) the current curriculum and 2.) the other choices in the top three.

I hope that the transition for teachers and students is smooth. The teachers have been working with the previous curriculum, and kept getting additional training in order to teach that method "better" and now this new one will require something different of them. I think that if parents and educators approach it will enthusiasm and support that things will go well.

I also hope that the "gaps" in the children's math education as they enter their grade level next year will not prove to be insurmountable. Math topics might not have been covered adequately in previous years and students might be less prepared than what is assumed in the curriculum. While there might be some growing pains, in the long run all students will come out ahead.

URGENT: Email your opinion to the district about Math Expressions

I have looked at the K-5th programs and have listened to the publishers and I strongly prefer Math Expressions. As I have talked with parents about their concerns, I am convinced that most parents would prefer Math Expressions. Last we heard from the assistant superintendent, parent opinion had been 100% for Math Expressions. If we continue to make our opinion known, it will be harder for them to ignore it.

Since the committee making the decision does not include any parent representatives, the only way we can have a voice is by emailing committee members. Half of the teachers and principals who are on the committee are really invested in the "reform/fuzzy math" that is the philosophy in the Bridges curriculum (similar to our current curriculum) so the vote is split.

I have been asking parents to email their choice of curriculum to:
Dr. Tony Byrd, assistant superintendent ByrdT@edmonds.wednet.edu and
Dr. Jackie McDonald, Mathematics Coordinator, mcdonaldj@edmonds.wednet.edu

The committee will be meeting in the next couple of days, so emailing ASAP is important.

Sign Up for Parents who want to help

At the curriculum materials meeting tonight, I will have a sign up sheet for parents who want to know what is going on and want to help MAKE SURE the district listens to our opinion. It is important to quickly get a list of parents who care about this issue. Together, we can make a difference.
Call Julie Stephens at 425-771-8117 or email me at jksdfs@yahoo.com or comment here with your email or your name and phone number.
Right now our biggest problem is that we are only aware of a handful of parents who have a strong opinion about this issue. We haven't known how to get the word out.

K-5th Math Expressions is the best choice

K-5th grade Math choices
1. Math Expressions (we think is the better program): www.eduplace.com/math/mthexp and
Bellevue School District has adopted Math Expressions so if you scroll down their site, they have a video http://www.bsd405.org/
· Meets high standards of what grade topics are covered and depth of coverage
· One topic at a time till mastery
· Good balance between conceptual understanding (reform math) and computational practice (more traditional math)
· Clear homework on current topic of study
· Homework a child can do independently because it is work similar to what was done in class
· Good balance of different types of problems (word problems, application, computational)
· Good balance of different teaching/learning styles (hands on, group work, individual work,)
· Teacher instructs and shows the way to do it
· Contains actual normal efficient algorithms like long division (normal math you assume schools teach but some programs don’t)
· Recently tested and adopted by Bellevue School District with student, parent and teacher positive feedback

2. Bridges in Mathematics: http://www.mathlearningcenter.org/
· Too much like TERC Investigations which is the current “reform math” curriculum in many district schools (including Westgate)
· Discovery based learning (students have to figure it out themselves and the teacher never teaches the best way)
· Too many topics all at the same time
· Very little computational practice so students can actually learn to work with numbers comfortably, accurately and efficiently
· Very little traditional algorithms like long division or vertical addition
· Too many investigations, manipulatives, games, acitivities, word problems, drawing pictures, wasting time understanding very simple math and not progressing to harder math
· Very few numbers, lots of words
· Very confusing for parents because of the weird way their kids have to do the problems
· Lower math level content

Parent Input on Curriculum

Right now is your LAST CHANCE (between now and Tuesday morning) to make a difference in your child's Math education. The district is choosing curricula.....and right now I think they might be leaning towards the programs I think are better, but it could still go either way. Like many of you, I have been concerned with the current methods of teaching math (reform math) in our schools and I’m ready for a change. With your help, this change might happen.


I am asking you to do one of the following (or all three).

1. Go to the Monday evening meeting to review the materials and write your response.
OR
2. Visit the curriculum websites below and give your feedback via email on which curriculum you prefer. Email to Dr. Tony Byrd, assistant superintendent over teaching and learning http://us.f327.mail.yahoo.com/ym/Compose?To=ByrdT@edmonds.wednet.edu and Dr. Jackie McDonald, Mathematics Coordinator, http://us.f327.mail.yahoo.com/ym/Compose?To=mcdonaldj@edmonds.wednet.edu.
OR
3. Just send a quick email by Monday night either explaining in general what you are looking for in a math program or what you dislike about the current curriculum, or actually "voting" for Math Expressions (K-5) and/or McDougal Littel (Algebra, Geo, Alg 2).based on my recommendations. http://us.f327.mail.yahoo.com/ym/Compose?To=ByrdT@edmonds.wednet.edu and Dr. Jackie McDonald, Mathematics Coordinator, http://us.f327.mail.yahoo.com/ym/Compose?To=mcdonaldj@edmonds.wednet.edu.

High School curriculum McDougal Littel is the better choice

UPDATE 5/13/08 They have decided on McDougal Littel for high school Algebra, Geometry and Algebra 2. Yay!!! Fortunately, the high school teachers seemed to favor the program and so they made the decision pretty easily. It will be official once they take it to the school board at the beginning of June. Thanks so much to everyone for getting involved. I'm really thrilled with this decision!


High school math choices
1. McDougal Littel overview
· Approved by Indiana (considered a state with high math standards)
· More traditional math than reform math
· Teacher directed learning
· Optional discovery based learning materials the teacher can use to supplement the program
· Students and parents can look at the textbook and figure out the rules for how to do that kind of problem
· Good website support for students and parents
· Key Curriculum Press (The Discovering Series) http://www.keypress.com/
2. Key Curriculum Press overview
· Very reform math oriented
· Discovery based learning with group problems for students to “discover” the math without being shown the best way by the teacher
· Heavy on “investigations,” application and word problems, weak on computational skills and fluency
· Difficult for parent or student to "look up" how to do a certain kind of problem and follow the steps because the book isn't set up that way

UW Professors urge state to teach math skills

60 UW professors recently signed a statement saying the quality of math knowledge in their students has been declining and the strongly urge WA schools to teach math skills.
http://www.wheresthemath.com/blog/2008/03/11/uw-students-behind-in-math-professors-say/
Many people blame reform math because it has been around in our state for 15+ years and so we are now turning out students who have had this type of instruction from the beginning and their math skills are weak.

Washington Engineers speak out against Reform Math

My husband is a civil engineer so I found this statement interesting. I want our children to have the skills needed to pursue a career in engineering or any other field that they choose.
Excepts:
"The West Puget Sound Chapter of the Washington Society of Professional Engineers strongly concurs with Ms. Joyce Fiess' Nov. 6 letter concerning the mathematics education in the state of Washington.
Too many graduating seniors are unprepared to go into engineering schools or even a trade school without remedial classes, classwork that should have been accomplished in the K-12 curriculum. Washington does not produce enough engineers in state to fill the needs of Washington industry. ................... "

"The basic culprit is the education philosophy called constructivist curriculum — the new 3Rs, Relating, Representing, and Reasoning. Constructivism is heavy on teaching concepts and light on teaching facts.. Constructivism emphasizes group work rather than individual effort by the student.
For 35 years, we have been subjected to a failed experiment, "new math." Mathematics depends on individual problem-solving ability to arrive at the correct answer. Math does not lend itself to "fuzzy" answers. The solution is to recognize the failure of the Constructivist Curriculum as it relates to mathematics and science, eliminate it and return to the hard core basics using texts like the Singapore Math.
Raise math education standards and expectations of our students.
Computers and calculators are wonderful tools, but they are mindless. How can you teach use of calculators before the student understands the basics and knows what the reasonable answer should be? Calculators should not be in the classroom until the basics are completely mastered by the student. Failure to correct the problem now will lead to a much higher future price due to the continued erosion of its competitive edge with other countries.
Finally, empower school boards and teachers to interject personal discipline into the classroom. It is time to stop lowering the average to be more inclusive. "
F. Duane Duff, PE
Past President
Lyle Hansen, PE
Past President
John S. Lansberry, PE
Secretary/Treasurer
West Puget Sound Chapter of the Washington Society of Professional Engineers

To read the whole statement go to:
http://www.kitsapsun.com/news/2007/nov/27/my-turn-improvements-needed-in-math-education/

Reform Math is WASL Math and it hurts our students

"While "problem-based learning" is sometimes effective, it is very time-consuming; its overuse takes time away from learning and practicing the needed algebra skills. In my view, understanding and skills build on each other, and the standards result in less of both.
The WASL, too, is based on those standards. Two recent studies found the WASL particularly weak in algebra. We need to recognize that our students' improving WASL scores have little to do with their readiness for college math. As we direct our curriculum more and more toward skills that are reflected in the WASL, we harm our students' chances for success in college. "

For the whole article http://seattletimes.nwsource.com/html/opinion/2002212417_satrdr19.html

New State Standards for K-8th

The state finally approved new Math Standards. They are definitely better than the vague ones we had before, but I know Where's The Math is disappointed that the new standards aren't higher. I hope to look through them a little more carefully at some point.

http://seattlepi.nwsource.com/local/360909_math29.html
State Board of Education approves new grade school math standards
By AMY ROLPHP-I REPORTER
Students in kindergarten through eighth grade will be held to more concrete standards when it comes to math, thanks to a revision of standards approved by the State Board of Education on Monday.
The Legislature approved the revised standards earlier this year. The standards were drafted because student underachievement in math was causing alarm among educators and lawmakers.
Now the revised standards are clearer, emphasize basic math facts and introduce some mathematical concepts in earlier grades.
Although the Board of Education touts the new standards as something other states will aspire to match, the plan recently met with criticism. Some education activists thought the program wasn't rigorous enough and that school districts might suffer a loss of autonomy when it comes to teaching methods.
A plan for high school math standards is still being devised. In February, a consultant hired to review the state's proposed standards said there were "serious problems" with the high school curriculum. A revised plan will be presented to the board later this spring or summer, according to a statement from the Office of Superintendent of Public Instruction
For a complete description of the revisions, visit http://www.utdanacenter.org/wamathrevision/history.php.

Math failures in Washington State

http://www.heraldnet.com/article/20080119/OPINION03/585720820&SearchID=73306240313918
Fuzzy WASL math is failing our kids
By Val Stevens
An astounding 37 percent of Washington's high school seniors -- about 26,500 students -- have failed the 10th-grade math WASL. By law, these students must keep taking math classes until they either pass -- or graduate without skills. In 2013, the math WASL will be a graduation requirement. In Arlington, these statistics are even more dismal. That's why the Arlington School District offered a summer program on WASL math. Unfortunately, only three of 40 students attending the summer classes were able to pass when retested in August.For years, parents, math professors and industry experts have insisted that the current math WASL curriculum is ruining our kids. They say it fails to give students basic algorithms and computations --the building blocks that teach why math works. Instead, WASL math is "conceptual" or "discovery" math that asks students to "figure it out their own way." Conceptual math is for experts, not beginners. Students need to learn basic math first -- addition, subtraction, multiplication and division. For an eye-opening example of "conceptual" math, see this YouTube clip: www.youtube.com/watch?v=Tr1qee-bTZICalifornia tried conceptual math for a while, but its student test scores plummeted. The state quickly dumped the "fuzzy" math and adopted international standards -- Singapore's basic, computational math -- and test scores zoomed through the roof. Why hasn't Washington learned this lesson? Because the superintendent of public instruction, Terry Bergeson, wrote her doctoral thesis on conceptual math and doggedly refuses to give it up. Her motto seems to be: "If the square peg won't fit in the round hole, get a larger hammer."Last year, Senate Bill 5528 and House Bill 1906 called for an independent review of the WASL math curriculum. A group of 200 concerned parents, teachers and students with Where's the Math? rallied in Olympia to support the legislation. House Bill 1906 was passed into law, calling for an immediate review of the WASL math standards and curriculum. The State Board of Education wisely selected Strategic Teaching, a completely unbiased and independent organization of mathematicians and teachers to review the WASL math standards. Its review found our standards to be sorely lacking. Key concepts are missing, the standards "lack focus and clarity," and there is too much emphasis on using calculators. Worse, the report said, Washington is not teaching its students the basics. The company recommended that Washington adopt standards that have students memorize basic math facts and learn addition, subtraction, multiplication and division. It also found that Washington expects far too little of its students. Our elementary school students are expected to learn only 75 percent of the math elementary school students in comparable states learn. For high school students, it's even worse: They're expected to learn only half the math as students from other states. No wonder math tutoring in Washington has increased 340 percent and there's an explosion of college math remedial classes. After receiving the independent review committee report, Bergeson must now, by law, revise WASL math standards and curriculum. However, the company she has chosen to do the revisions is the Dana Center, a company with a history of promoting conceptual math -- a major conflict of interest. When the Dana Center revised Texas math standards, the results were so deficient that the Fordham Foundation gave the new standards a "C."At the same time, Bergeson has selected her own Standards Review Team. The team is charged with helping rewrite the standards and curriculum so our kids can finally learn math. However, since this is Bergeson's hand-picked group, how sure can we be that they will fight for the basics?This feels like a setup.Washington's students are failing math as it is currently taught. They are graduating without the basic skills needed for everyday life -- never mind the ability to compete for high-level jobs in math and science.Independent, unbiased math experts have recommended we adopt international math standards that get back to basics. But powerful forces seem to be lining up against accomplishing this for our kids. Only you can demand that your legislators and the governor force Terry Bergeson to let go of a math curriculum that is crippling our kids. Please let them hear your voice. Call, write or e-mail with your thoughts. Do it for our kids. Sen. Val Stevens (R-Arlington) represents the 39th Legislative District.

Washington State Mathematics Standards revision - Give your input before its too late

Right now, the Washington State Legislature is looking at drafts to rewrite the Washington State Mathematics Standards. If you go to this website, click on the tab that says "Find Your District," enter in your address and it will tell you who your representatives are, and how to contact them (including clicking to email them).
http://www.leg.wa.gov/legislature/
As a parent or interested voter, your input right now CAN make a difference because it is happening right now and legislators will be making decisions in the next few weeks (or sooner) that will affect what your school district will do, what curriculum is used, and what teachers will teach children for years to come.
I suggest that you write and tell your representatives what your opinion is. If you are like me, you might want to mention what you want in changed in the current lax and vague State Math Standards.
1. A balanced math program with more emphasis on computational skills because right now basic skills practice isn't happening and standard algorithms are being ignored.
2. Clear expectation of mastery of topics so student can have a foundation to learn more advanced years
3. Grade level expectations match grades of other states that are considered to have good standards to encourage publishers to create better curricula.
Here is an article written by a legislator about some of the issues in getting the new standards written:
http://www.heraldnet.com/article/20080119/OPINION03/585720820/-1/opinion03
Here is a link to the current (2nd) draft of the state standards written by Dana Center:
http://www.utdanacenter.org/wamathrevision/downloads/k12standards_draft_08jan21.pdf
Here is a link that includes criticism of the Dana Center document and puts forth an alternate standards document that will be presented to the state legislature:
http://www.wheresthemath.com/blog/2008/01/21/pre-release-announcement/

I encourage everyone to write and give their input now, before it is too late.

Why did I join this blog?

Can one person really make something happen? Can two people? Annette (co-author of this blog) and I talked and wondered what can we really do, anyway? She thought we should at least try to do something.
I think I can help my own kids (ages 10, 8, 4 and baby on the way). I love being a mom and love teaching them (OK, I admit I secretly wish I was a homeschooler) and because of my son's speech & language delay I am a little more concerned with keeping my children's progress going....for both their strengths and their weaknesses.
I love math so how can I help but encourage a love of math, the learning of math in my children? I started supplementing my two oldest's math with Singapore Math workbooks pretty early. And when my daughter balked at the standard addition algorithm (you know, add the ones and carry into the 10s) I had to tell her that the school way was fine and she could do that at school, but I also wanted her to learn this way too.
My next door neighbor with older children had passed along her horror stories. My old roommate was involved in a group that was trying to take action in Washington (wheresthemath.com) . I was suddenly aware of stories of parents who didn't realize their was a problem until their child was in 6th grade and in tears, and the parent discovered long division and all the regular, efficient, quick method of math computation was never taught to their child.
I decided an ounce of prevention was the way to go. That has been my focus the past 2 or 3 years. It has included a year long stint with Kumon (private math program with a monthly fee) and now, for a change of pace in time for the baby, back to Singapore.
I've talked to my friends and family (many of whom live in other states) about the state of math in the US, and the circumstances of why Washington is worse off than some other states. Non-parents, or parents of young children didn't really get what I was saying. But parents of slightly older children would agree with me, or suddenly understand why their children's homework was so strange, or why their children's teacher wouldn't explain how to do a problem and tell them to ask their neighbor instead.
Despite my mild soapboxing, I knew there was nothing I could do. Too many factors were to blame. You can't blame the teachers, because it is the curriculum. And the curriculum was picked based on philosophy of the education community and the WASL math questions and very poor and vague Washington State Standards.
We are at a critical time. The State Standards are being re-written right now! The Edmonds School District is reviewing and choosing new curriculum right now! Maybe a change for the better can happen, and maybe there is something one parent, or many parents can do to tip the scales.
So, I'm going to go ahead and do a small part, and see what happens.