Here we go again…another false statement about the “dumbing down” of American kids…about doing math in ways that seem foolish…about the “idiocy” of the Common Core Standards.

If you want to see the original post, go here: toprightnews.com/?p=3958

Most of what is discussed here has already been addressed in Parts I – IV. But I will use this post to highlight some of the issues and why I claim that folks like this (in this case, Jason DeWitt of Top Right News) are misrepresenting the Common Core Standards and that the root of the issue is their misunderstanding of the Common Core Standards.

**Point #1 – The standards do NOT tell teachers/students how to do arithmetic**

In the article, we see the following:

*One student got tired of being dumbed-down by Common Core’s convoluted “standards” to do basic arithmetic.*

*“Standards” like how to add two numbers, which the student was told to do like THIS:*

I challenge any reader to show me where in the Common Core Standards that students are told to “do basic arithmetic” in any specific way. Certainly, you will see standards that encourage students to make sense of mathematics…to understanding computational algorithms…to explain their thinking. Also, you will see standards that encourage computational fluency. What this is really an example of is how young learners might begin to make sense of the traditional algorithm for adding two numbers. Mathematics educators would NOT expect students to remain at this stage…rather, we expect students to * develop *computational fluency by thinking about the mathematics involved. Here is the example shown in this article:

I must be crystal clear…this is not an example of how students HAVE TO do this computation…this is an example of how a student MIGHT THINK about the computation.

Can we all agree that it is easier to do mental math that involve numbers like 20, 30, or 40? So a student might think…”26 is four less than 30…so let’s think about using the number 30.” Since we are adding 4 to 26, we would have to subtract 4 from 17 in order to get an accurate result for the final sum. Instead of thinking about 26 + 17, think about 30 + 13…which is 43.

I challenge you to ask 10 adults how they might think about 26 + 17 mentally…some will do this method! Some will imagine the algorithm in their minds eye (6 + 7 = 13…carry the one…2 + 1 + 1 + 4…so 43). Some might take 17 up to 20 by adding 3…which means we would have to subtract 3 from 26 to get 23…therefore, 26+17 is the same as 23+20 = 43. Can we all agree that 23 + 20…or 30 + 13… are easier to do mentally than 26 + 17?

**Point #2 – There is no such thing as “the common core way”**

In the article, another example is given and the following statement is made:

*So when he was given his next basic arithmetic assignment, to find the difference between 180 and 158 (180-158), this 5th grade student just did it his own way — the right way – *

Exactly…the student “did it his own way…” That’s what we want! We want students to make sense of the mathematics involved in these computations and to develop a fluent and efficient way to compute. While the article makes this statement as a way to diss the common core…I argue that this is exactly what the common core would encourage! As long as “his own way” was a way that makes sense to him and to others.

Ok…ok..I get it…the point of the article is that the student “stuck it to the common core man” by explaining how he found the answer…using one word…MATH! How cute…how clever…

Please…common core bashers…explain to me…what is so wrong with asking a student to explain his/her thinking? My hunch is this…you can’t do it so you don’t want your kids to do it. That is, you are uncomfortable explain your thinking so why should your kids have to explain their thinking? And if your kids are asked to explain their thinking and you don’t know how to help them do it, then there is something wrong with the assignment/teacher/standards/textbook/test/whatever.

Hmmm…mathematical thinking…not mathematical doing…mathematical thinking…

Kaye Stacey writes about mathematical thinking this way

*The ability to think mathematically and to use mathematical thinking to solve problems is an important goal of schooling. In this respect, mathematical thinking will support science, technology, economic life and development in an economy. Increasingly, governments are recognising that economic well-being in a country is underpinned by strong levels of what has come to be called ‘mathematical literacy’ (PISA, 2006) in the population. *

Do we want students who can “use mathematical thinking to solve problems”? Do we want to encourage our kids to engage in mathematical thinking to support “science, technology, economic life…”? Then we must stop showing kids how to do mindless procedures and instead help them to develop the mathematical thinking that leads to procedural fluency. Procedural fluency does not just happen magically. It is developed…and can be developed in such a way as to also develop and support mathematical thinking.

Think about the last time you had to divide two fractions…like 7/8 divided by 3/4.

First…this probably last occurred on your 7th grade final exam! Just kidding…but think about it…would you just “invert and multiply”? Is it important to understand the mathematics entailed in this computation? I say yes….

Scott