Ten Myths About Whole Math
Q. Is
there broad consensus on how we're teaching math these days?
No, there are two opposing camps. The "whole math"
methods developed by the National Council of Teachers of Mathematics (NCTM), is
under fire from New York City HOLD
(Honest Open Logical Decisions), which favors a more traditional approach.
The latter is made up of mathematicians and
scientists, K-12 teachers of mathematics, educational researchers, and parents nationwide.
They claim to have defined 10 myths about math education that form the basis
for the NCTM's standards, which they vigorously oppose. To capsulize whole math
vs. traditional math:
-- Only what students discover for themselves is
truly learned. No; kids need direct instruction of math concepts.
-- Children should invent their own
ways of doing math. No; standard skills such as long division are crucial to
higher-level math and must be taught explicitly.
-- Children need problem-solving
rather than "drill and kill." No; there's no getting around the need for
mastery of basic skills in order to do the conceptual type math.
-- NCTM math is better for
learning-disabled children. No; they need structure.
-- NCTM math is better for
disadvantaged children. No; their teachers disagree.
-- Calculator use is a great way to
build math ability. No; the better the math student on the secondary level, the
less calculators were used before sixth grade.
-- Foreign countries beat us on math
tests because they "cherry-pick" their top students to go against our entire
student bodies. No; participants are randomly selected.
-- Math should be taught "in
context," with stories. No; they're a good tool but shouldn't take center
stage, or students won't have sufficient practical application.
-- NCTM methods are what
higher-performing countries use. No; math class in Singapore and Japan is like
the skills-based methods the grassroots group proposes.
-- Research shows NCTM is effective.
No; that "research" is self-serving, opinionated and far from conclusive; it looks
effective because assessments have been modified to fit the NCTM method,
instead of what kids really should know and be able to do.
Homework: Read documentation at www.nychold.com/myths-050504.html
Copyright 2005 • Susan
Darst Williams, www.DailySusan.com, is a writer, wife and mother of four who lives at the base
of Mount Laundry, Neb.
