Right; not much to see here:
How do teachers prepare students for a world they do not know?
Well, for starters, learning foundational facts and procedures so that they are second nature. But that’s been deemed old school and blamed for failing “thousands of students”.
Graham Fletcher, former classroom teacher and math specialist, led of series of workshops for educators at Greenwich Country Day School on Monday and Tuesday aimed at rebuilding math education for that future. “Math is so much more than just answer-getting,” said Fletcher. “When a student has self-intrinsic motivation to do something, they’re going to go far and above what you want them to do.”
“Certainly, the way we were learning when we were in school was very procedurally-focused, very answer-driven,” she said. “It wasn’t really supported by a lot of conceptual understanding, so the shift in mathematics education now is to develop student mathematicians who understand why algorithms work, why they are executing a particular formula in the way that they are.”
Of course; teachers never taught understanding, everything was done by rote, and the only students who succeeded, were gifted who would have learned under any method. Heard it before. And how has the “understanding before procedure” regimet been working out for the last 30 years? Freshmen at high school using calculators for the simplest of computations, and having difficulty with fractions, decimals and percents. But if you repeat something long enough, it gets taken as gospel, as evidenced by the plethora of news stories like this and conversations one hears at edu-conferences and PD sessions.