In recent years, curriculum controversies in districts around the country have arisen about how best to teach mathematics. On the one side are the “reformers,” or advocates of “whole math,” who believe that teaching mathematical reasoning is more important than the rote memorization of techniques and formulas. By being encouraged to discover their own creative solutions to mathematical problems, the argument goes, more students will be interested in math, meanwhile absorbing what they learn more fully. Heavy use of calculators is also encouraged. This kind of so-called “fuzzy” pedagogy has encountered a vocal response from the more traditional “mathematically correct,” many of whom are professional mathematicians and scientists. They insist that there is no substitute for a mastery of established mathematical techniques.
School board members may not want to be overly involved in these sorts of curriculum decisions. Nevertheless, such questions often arise in the process of developing improved SMT programs, so it is worthwhile to understand both sides of the issue.
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What are the Math Wars?
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How are the Math Wars being resolved?
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How have other districts handled the Math Wars?
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How can I get my board talking about this?
What are the Math Wars?
How are the Math Wars being resolved?
How have other districts handled the Math Wars?
How can I get my board or community talking about this?