Math Wars | Two Myths that Undermine Teaching and Learning
We’ve all heard about the Reading Wars (whole-word versus phonics), but perhaps lesser known are the Math Wars.
In this context, I’m referring to a 30+ year-old debate about how we should approach math instruction in the classroom.
While we’ve traditionally relied on computational procedures to teach mathematics (fixed, step-by-step procedures), certain reformists in the early 1990’s began pushing a more conceptual, inquiry-based approach (students construct their own understanding).
Fortunately, by the turn of the century, researchers clearly established that learning math (at least for humans) is far from natural or intuitive, and they demonstrated that students who use established computational procedures perform better (and faster) than those who don’t.
And, with this understanding, the Math Wars were over … or so I thought.
I’ve recently learned that this educational-conflict is making a slow, insidious resurgence based on some misguided rhetoric being promulgated by a few public-facing researchers.
So, in my newest From Theory to Practice video, I’ve decided to examine a new research paper that arms us with some key ideas as we prepare to re-fight this battle:
Myths That Undermine Maths Teaching (Sarah Powell, Aug-2022)
Now, this paper covers seven so-called ‘myths’ that undermine math instruction, and I recommend you peruse it if you can ...
But, in the interest of time, I only look at the two that are most relevant:
1. Myth #1: Concepts before procedures
2. Myth #2: Algorithms are harmful
And, lest you think this video is only for math people, I use this narrow example to draw some broader lessons about teaching in general …
Plus, for those of you who are glass-half-full types, I end on a highly-optimistic note about the state of education ;)
If you have a few minutes, give it a watch.
P.S. Although the inquiry-based math movement was highly criticized and eventually discarded in the late 90’s, proponents note that it was the only time in our educational history that mathematicians – and not professional educators – wrote the curricular materials.
If you’ve read Chapter One of my book ’10 Things Schools Get Wrong’, you already know why this is so problematic.
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JARED COONEY HORVATH | PhD, MEd
Dr. Jared Cooney Horvath is an award-winning cognitive neuroscientist, best-selling author and renowned keynote speaker with an expertise in human learning, memory, and brain stimulation.
Dr. Horvath has published 4 books, over 30 research articles, and currently serves as an honorary researcher at the University of Melbourne and St. Vincent's Hospital in Melbourne.
His research has been featured in popular publications including The New York Times, WIRED, BBC, The Economist, PBS's Nova and ABC’s Catalyst.
https://www.lmeglobal.net/media
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LME GLOBAL
LME Global is a mission-driven company aiming to serve teachers, students and educators through applied brain science.