During the day-long Applied Mathematics training in Macon, an interesting conversation developed. While completing a problem-solving activity, almost every table came up with a different solving strategy for the same problem. What was also clear was that understanding how to critique different solving methods didn’t mean students needed to memorize all of them. There is concern that this is being misinterpreted.
In a recent Washington Post article a math professor commented, “...I've observed that educators are trying to fit the standards into an old system of teaching math. We used to learn math by memorizing a "rule" and then repeating it to solve a series of similar problems. ...Under the guise of Common Core, rather than learning one rule, students are now memorizing and executing three or more different rules for the same set of problems.”
Looking for support to meet these instructional shifts in math? Our Winter Professional Development training sessions provide actionable ways to build conceptual understanding using Applied Mathematics. Collaborate with your colleagues about new instructional methods and leave with a completed lesson plan to implement in your classroom.
*Strauss, Valerie. "Are the Common Core Math Standards Being Misinterpreted?" The Washington Post, 15 Jan. 2016. Web. 28 Jan. 2016.