Compared to other students worldwide, it is sad to say that American students has a mediocre level in streamlining math. The federal panel suggests that math curriculums from pre-school to eight grade be simplified to focus specifically on key skills to prepare the upcoming students to learn algebra. The key skills mentioned were certain aspects of geometry and measurements and the handling of whole numbers and fractions. The panel has taken this advice and has released a report on Thursday laying out specific goals for students on a agenda. The report includes such things as by the end of 3rd grade students should be excellent in addition and subtraction of whole numbers and by the end of 5th grade they should be excellent in multiplying and dividing them. It also states that by the end of 6th grade not only should they be proficient in addition, subtraction, multiplication, and division of whole numbers they should also be capable to apply these steps with fractions and decimals. In a report from the National Mathematics Advisory Panel, appointed by President Bush 2 years ago states that after reaching middle school and late middle school, around 7th and 8th grade, and beginning or experiencing algebra the mathematics achievements in the U.S. began to decline. Some may say that this is also in part of the parent’s involvement also. Parents and teachers have long debated about the techniques used to properly teach a student. One technique is the drilling technique. In this technique the child is taught how to solve the problem and then drilled on remembering them, opposed to the second technique that emphasizes student exploration and conceptual understanding, more or less; hands-on learning. Both sides agree that the students should learn for life-long knowledge not for the time being, making neither better than the other. Math is a very hard subject to understand therefore both methods should be intertwined for better understanding, says the chairman of the panel, Dr. Larry R. Faulkner. “In the language of cognitive science, working memory needs to be predominately dedicated to new material in order to have a learning progression, and previously addressed material needs to be in long-term memory,” he said.
The panel took a look at an influential 2006 report by the National Council of Teachers of Mathematics and they agree that fewer topics should be included and more time should be spent on each topic. This will help the students receive more understanding and depth, making it easier to remember, therefore it would not have to be revisited in later grades. Supporting this decision, $5 billion in federal grants was promoted to increase reading proficiency.
Sources used: *http://www.nytimes.com/2008/03/13/education/12cnd-math.html?_r=1&ei=5087&em=&en=f5b45df29da96ca4&ex=1205553600&oref=slogin&pagewanted=print
*http://www.topix.com/forum/news/2008-presidential-election/TJG20E9VJU5TT0PD9
