How to End the Math Wars

(2 of 2)

Now the N.C.T.M. itself has come riding to the rescue. In a notably slim document, it has identified just three essential goals, or "focal points," for each grade from pre-K to eighth, none of them fuzzy, all of them building blocks for higher math. In fourth grade, for instance, the group recommends focusing on the quick recall of multiplication facts, a deep understanding of decimals and the ability to measure and compute the area of rectangles, circles and other shapes. "Our objective," says Fennell, "is to get conversations going at the state level about what really is important." In recent weeks, that's begun to happen. Florida and Utah and half a dozen other states are talking about revising their math standards to match the pared-down approach. That pleases academic mathematicians like Milgram, who notes that this kind of instruction is what works in math-proficient nations like Singapore.

So do we have a solution to the national math problem? We certainly have the correct formula. The question is, Can we apply it? Already the N.C.T.M.'s focal points are being called a back-to-basics movement, another swing of the ideological pendulum rather than a fresh look at what it would take to get more kids to calculus by 12th grade. If the script follows that of the Reading Wars, what comes next will be dreary times-tables recitals in unison, dull new books that fail to inspire understanding, and drill, drill, drill, much like the unhappy scenes in many of today's "Reading First" classrooms. And that would be just another kind of math fiasco--of the red variety. Kids will learn their times tables for sure, but they'll also learn to hate math.