Undoing the “Rote Understanding” Approach to the Common Core Math Standards

What has been used as a help in older textbooks and in Singapore, is turning out to be a hindrance in the U.S. under the current interpretations of Common Core. Insisting on calculations based on the “making tens” and other approaches are in my opinion not likely to prove useful for all first graders. Teachers should be free to differentiate instruction so that those students who are able to use these strategies can achieve those goals. It is unrealistic and potentially destructive to interpret the Common Core math standards as requiring that all first grade students use these strategies in the name of “understanding”. That should be the real objection voiced to demonstrations of this method under Common Core—not the method itself.

Read all about it here.

This entry was posted in Barry Garelick, Education policy, K-12, Mathematics. Bookmark the permalink.

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