Persistence in Math Teaching Patterns: Deja Vu All Over Again
Math instruction took another big hit recently. “Big” because the New York Times, one of the top U.S. newspapers ran it as a cover story of its magazine section. So here again, amid the Common Core standards in math that ask teachers to go beyond the “right” answer and periodic efforts over the past century (yes, I mean “century”) to move math teaching away from learning the rules of arithmetic, algebraic equations, and geometry proofs, comes another blast at how teachers teach math.
Elizabeth Green’s well-written article (drawn from a forthcoming book) on persistent patterns (mostly ineffective) in teachers implementing the New Math of the 1960s, the New NEW math of the 1980s, and now the math Common Core standards shines yet another light on the puzzle of why teachers teach as they do. And why policy after policy adopted to change math instruction has failed time and again in practice leaving each generation innumerate. Green has her own answers which to my experience as a teacher, historian, and researcher make a great deal of sense.
Moreover, as Green braids many threads together to explain persistence in poor math teaching, she also identifies others that begin to capture the complexity of teaching. Her answers as to what to do are, however, largely unsatisfying because she excludes pieces necessary to complete the puzzle. Without the full puzzle picture on the jigsaw box, glomming onto a few pieces risks even yet another failure to remedy the puzzling persistence of poor math instructionPersistence in Math Teaching Patterns: Deja Vu All Over Again | Larry Cuban on School Reform and Classroom Practice:
