Des Moines Register
11-28-06
We can teach math skills and concepts
COREY DRAKE, WOLFGANG KLIEMANN and DIANNE THIESSEN
IOWA VIEW
The National Council of Teachers of Mathematics (NCTM) recently released an
important document, "Curriculum Focal Points for Prekindergarten through Grade
8 Mathematics." A cursory reading of the document might give an inaccurate
impression of the goals of this effort and its message to schools, teachers and
parents.
First, some context: In the early 1980s, our nation was in the throes of a deep
economic crisis. Japan loomed as an economic and technological powerhouse,
and we were falling behind. As often occurs in such crises, much of the blame
was directed toward our education system, specifically our mathematics and
science training.
Within this context, a team of professionals recruited by NCTM in 1989
developed a set of standards for mathematics curricula. That included an
emphasis on critical thinking and problem solving, and a focus on developing a
strong understanding of mathematical concepts. These were important aspects
of mathematics learning that had been traditionally ignored.
The NCTM document became very influential. States and school districts across
the nation adopted mathematics standards based on the NCTM document and
many districts adopted new standards-based curricula as they became available.
At the same time, the standards document became somewhat of a Rorschach
test. Different people chose to emphasize different aspects of the document.
Some people took the increased attention to problem solving and critical thinking
to mean decreased attention on computation. That was not what the NCTM
aimed for, but poor wording in that first document led some to believe that our
children did not need to learn what is traditionally known as "the basics."
A highly politicized fight - the "math wars" - ensued between proponents of
mathematics curricula aligned with the NCTM document (also known as
"standards-based math" or "reform math") and those who advocated a "back-tobasics" approach. Much of that fight was based on stereotypes and caricatures.
However, in recent years, both sides have worked hard to listen to and
understand each other. Through their discussion, a consensus has emerged that
represents the best of what mathematics educators, as a community, know about
learning and teaching in the mathematics classrooms. The "Focal Points" are not
a new round in the "math wars," nor a return to "back to basics," but are instead a
product of this emerging consensus.
The main goal of the "Focal Points" is to identify a small number of crucial
mathematical targets for each grade level in order to provide greater coherence
and depth to the U.S. mathematics curriculum. By focusing on a small number of
topics each year, teachers will have the time to teach BOTH the skills and
concepts related to those topics.
At least since the launch of Sputnik in 1957, public discussion of mathematics
education has focused on the importance of preparing students to engage with,
create and use high-level mathematics in order to maintain our nation's
economic, scientific and technological competitiveness. While the discussion in
the past has often devolved into bitter arguments between "reform" and "basics,"
the "Curriculum Focal Points" represent a move toward consensus.
We encourage all of those involved in the education of our children to take the
time to read the "Focal Points" (www.nctm.org), and to see them as an
opportunity to work together to teach mathematics in a way that will promote
mathematical power for all students.
COREY DRAKE is an assistant professor, Curriculum and Instruction
Department, Iowa State University; WOLFGANG KLIEMANN is a professor,
Mathematics Department, ISU; and DIANE THIESSEN is a professor,
Mathematics Department, University of Northern Iowa.