Solving America's math problem: National panel offers recommendations

topics: Education Reform, Assessment, Math and Science Education, Students, Teaching and Learning

Dean Camilla Persson Benbow

On March 13, the National Mathematics Advisory Panel released its final report on
mathematics education in U.S. pre-K-12 schools. As vice chair of the panel, I was
pleased to wrap up a two-year investigation into a discipline critical to our economic
future and the long-term success of our students.

Our panel looked broadly at math education, including curriculum, learning, instruction,
assessment and teacher education. At times it was difficult to discern the signal emerging
from the din of public rhetoric and a research base that is thin. Ultimately, we did hear
that signal-and it signaled that student, parent and educator effort counts. There is no
evidence to support the myth that when it comes to math, some students have talent while
others simply do not.

Effort counts, literally. Success in algebra correlates with college access, college
graduation and future career earnings. Our report includes a range of recommendations
that give educators tools to direct that effort and strengthen math education for all
learners, including students with learning disabilities, those at-risk and gifted students.

In particular, we focused our recommendations on the math learning that needs to take
place from pre-kindergarten through about grade eight. We believe the U.S. must
streamline and concentrate math curricula around a smaller number of key topics during
these grades to prepare children for algebra and the higher maths. We noted that too
many students are arriving at algebra without the thorough understanding of fractions and
whole number operations they will need to succeed. (To see our suggested benchmarks
and other recommendations, visit
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html)

With preparation for algebra in mind, we concluded that the National Assessment of
Educational Progress (NAEP), as well as individual state assessments, need to do a better
job of measuring the skills that count.

We also sought to steer a middle course between competing mathematics ideologies.
Research suggests that wholly emphasizing either conceptual understanding on the one
hand, or rote memorization of math facts on the other, misses the point. To be successful,
students must recall math facts easily, be fluent in problem-solving procedures, and
understand important mathematical concepts. Each of these has a reinforcing effect on
the others.

In teaching, we saw promise in the idea of math specialists-highly knowledgeable and
skilled math teachers who would be responsible for teaching only math to several grades
of students. This is an idea that deserves investigation. At the same time, we noted a lack
of empirical evidence about what works in teacher training, evaluation and retention.
Considerable research investment is needed to ensure stronger math teaching for the
future.

In Tennessee and the country as a whole, every bit of effort we make to improve math
education will result in individual opportunity, a secure workforce and a more
competitive economy. And that adds up.

The National Mathematics Advisory Panel was charged by the president
and the U.S. Department of Education with examining scientific research
in mathematics education and recommending more effective instructional methods
to the nation's schools.