Math Education Today vs 40 Years Ago: A Comparative Analysis

Introduction

Mathematics, a discipline that has been a fundamental part of education for generations, has undergone significant changes in its teaching methodologies. In this article, we elucidate the differences in math education between today and 40 years ago. We start with a brief reflection on my personal experiences as a high school student nearly 60 years ago and then delve into the current methods of teaching math, particularly the implementation of Common Core standards.

Math Education in My High School Era

High school mathematics education 60 years ago was comprehensive. It emphasized thorough understanding and mastery of mathematical concepts. The curriculum was designed to provide a solid foundation in arithmetic, algebra, geometry, and calculus, which were considered essential for future academic and professional progress. Discrete mathematical operations, such as addition, subtraction, multiplication, and division, were drilled and perfected through memorization and practice. The focus was on procedural fluency and accuracy.

Evolution in Math Education

Today, the landscape of math education has evolved considerably. The curriculum is now packed with a diverse array of subjects, and consequently, the depth of mathematical understanding for many students is less profound. However, there are exceptions. Certain students, particularly those who concentrate on mathematics in their final two years of high school, or benefit from taking two streams of math, can acquire a solid grounding in the subject. Despite these efforts, a significant gap remains in the overall mathematical literacy among students, according to a professor from a local university. The professor mentioned, with a hint of concern, that even when he sets final exam papers, it feels like it might be three decades since he last composed them.

The Common Core Approach

Historical Context

In the early 1990s, math education in the U.S. particularly at the elementary level, focused on teaching problem-solving skills through the drill of basic arithmetic operations such as addition, subtraction, multiplication, and division. Students were taught formulas and procedures without necessarily understanding the underlying concepts. For instance, long division was a process that was memorized and executed without a comprehensive understanding. Students were faced with problems where they needed to solve real-world issues using these operations, such as the classic example of David dividing cookies among his friends, which presented a context for the mathematical operation.

The focus was on rote learning and procedural steps to ensure that the correct answers were obtained. The introduction of “word” problems was infrequent, and the emphasis was put on the mechanics of solving these problems.

The Advent of Common Core

Now, the landscape of math education has been significantly altered by the implementation of Common Core standards. This approach places greater emphasis on conceptual understanding over procedural fluency. The goal is to develop a deep understanding of mathematical concepts before introducing specific procedures. Students are encouraged to explore mathematical concepts through various representations such as drawings, number lines, and area models. They are also required to articulate their thought processes in writing, explaining each step of problem-solving.

Impact on Teaching and Learning

The Common Core method requires a slower and more detailed approach to teaching mathematical concepts. Students are not introduced to standard algorithms, such as long division or multiplication, until they have developed a conceptual understanding. For example, students may use an area model for several years before they are taught the standard algorithm. This discourages memorization and encourages critical thinking and problem-solving skills.

A notable observation is that students from Asian countries, in general, tend to outperform U.S. students in math by one to two years. One of the challenges these students face is the need to articulate their thought processes in writing, a requirement in Common Core teaching. Despite this, they are often moved ahead to more advanced math courses. However, a gap also exists among U.S. students. Many find it challenging to explain their thinking in writing, which is a fundamental requirement in Common Core math. A correct answer is not enough; the process and explanation must also be accurate and well-articulated.

Conclusion

While math education has seen significant changes over the past few decades, the underlying goal remains the same: to produce well-rounded, mathematically literate students. The transition from a procedural-focused curriculum to a concept-driven one has been a challenging but necessary evolution. It is hoped that this new approach will foster a deeper and more meaningful understanding of mathematics, preparing students for the complex challenges of the 21st century.