Mathematics education in the United States is at a pivotal moment. At this time, forty-five states and the District of Columbia have adopted the Common Core standards, a set of uniform benchmarks for math and reading. Thirty-two states and the district have been granted waivers from important parts of the Bush-era No Child Left Behind law. As part of the agreement in being granted a waiver, those states have agreed to implement Common Core. States have been led to believe that adoption of such standards will improve mathematics and English-language education in our public schools.
My fear (as well as that of many of my colleagues) is that implementation of the Common Core math standards may actually make things worse. The final math standards released in June, 2010 appear to some as if they are thorough and rigorous. Although they have the “look and feel” of math standards, their adoption in my opinion will not only continue the status quo in this country, but will be a mandate for reform math — a method of teaching math that eschews memorization, favors group work and student-centered learning, puts the teacher in the role of “guide” rather than “teacher” and insists on students being able to explain the reasons why procedures and methods work for procedures and methods that they may not be able to perform.
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