Change for the better?

In checking out some blogs for ideas, I have discovered that there are two very distinct views regarding how mathematics should be taught in schools.  Not surprisingly, these perspectives contradict each other.  It seems like teaching math properly has always been a debatable subject.

I have been teaching for quite a while, and if you include my time as a student, I have a lot experience with the education system…long enough to realize that pedagogy is a relatively cyclical process.   I remember the “new math” debates when I was a kid.  There were improved ways to divide numbers because the “old” way was outdated, and there was a better way to round decimal numbers that I still remember to this day.  If the accompanying whole number was odd, then .5 was rounded up just like we have always done.  However, if the whole number were even, the .5 would round down, yes DOWN!  Look at how well that idea caught on!

So, over time, I have witnessed a number of new ideas which have come and gone, with the effects still in evidence to varying degrees.  Have math skills improved?  Depends on how “skills” are defined.

Personally, I feel that today’s student has a much better understanding of how and why mathematical concepts work.  Given opportunities to explore and investigate relationships, current math pedagogy encourages a student to question, compare and suggest alternative ways to resolve a problem.  Most students feel comfortable and confident when searching for solutions to complex and challenging real-life problems.  They ask questions and debate perspectives using appropriate vocabulary.  Many are excited about their learning and are capable of solving challenging problems.

On the other hand, some “true mathematicians” are saying that students cannot apply the correct algorithms when solving math problems.  These people want students to use standard algorithms because they are effective and efficient.  According to some profs, current students’ math skills are greatly diminished because they are using ineffective tools to problem-solve.

In the end, math education is always evolving.  I guess it just depends on where each educator is in the process, however, students deserve to understand what they are learning.

Deb