I have been saying for a while that our kids are not getting what they need in math. This finally explains why. They are not being taught the basic fundamentals, instead it is some confusing convoluted process that is supposed to make them think. All it does is muck up their brains to try and learn this way. I am not against learning alternate ways to solve problems (I do it with my son), but after the basics are mastered.

Yesterday I came to realize that this started way before the Common Core. Imagine that our current math is a pile of garbage and that the Common Core is just putting more garbage on top of the pile that has never been cleaned up in the first place. You cannot build on top of garbage, you just end up with a bigger mess when it collapses. And when it collapses our children will be buried underneath.

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A week ago, I was contacted by a Louisiana parent whose child was subjected to a K – 6 math “curriculum” developed by the University of Chicago Mathematics project and published by McGraw Hill, Everyday Mathematics. Three editions of Everyday Mathematics have been released, the most recent in 2007.

A major flaw with Everyday Mathematics is the teaching of inefficient mathematical algorithms (the formulas and sequential steps one uses in order to perform a math problem). In general, the kids don’t master mathematical operations; instead, they become steeped in confusing procedures. Everyday Mathematics is also calculator-dependent. This Seattle blogger notes particular deficits of the supposedly-CCSS-aligned curriculum that in 1999 was rejected outright by the math and science communities:

Almost as soon as the first edition was released, it became part of a nationwide controversy over reform mathematics. In October 1999, US Department of Education issued a report labeling Everyday Mathematics one of five…

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