Mathematically Correct: Implementing the Best Equation for Math Instruction in US Schools Katherine Vazquez ED 7201.T Fall 2011

Statement of the Problem O International mathematics assessments indicate that United States students consistently rank far behind their peers in similarly developed countries O New techniques that ignore tried and true math teaching methods are a key source of the disparity. O Education reformers, representing the education establishment, believe the learning "process" is more important than memorizing core knowledge. They see self- discovery as more important than getting the right answer. O Traditionalists, consisting mainly of parent groups and mathematicians, advocate teaching the traditional algorithms. They advocate clear, concrete standards based on actually solving math problems. The destination - getting the right answer - is important to traditionalists.

Current Classroom Practice and Theorists Reformers Traditionalists O Use class texts like “Everyday Math” O Use cumbersome methods to find answers O Believe students should be able to solve problems on their own or “intuitively” O M.J. McDermott- favors methods used in countries with high math achievement O Dr. Phillip Reid- does not rely on one method to the exclusion of another

Examples of Class Techniques by Reformers -Emphasize the use of calculators -use confusing techniques for multiplication: -Lattice Method:

Review of the Literature O Son & Senk (2010) found more multistep, procedural problems in a Korean math curriculum than was available the American text “Everyday Math” O They also found that Americans focused more heavily on conceptual knowledge whereas Koreans developed conceptual & procedural knowledge simultaneusly

What works? O In an analysis of four US Elementary math curricula, Harris (2010) found the textbook Saxon Math to yield the highest performance outcomes in math. O Saxon math favors procedural knowledge and traditional algorithms for efficient and optimal math instruction.

Research Hypothesis O At the end of the school year, two groups of grade 4 students will be tested for proficiency and speed (average rate of completion)in multiple digit multiplication and long division. O Control group: students who used the textbook Everyday Math. O Research group: students that utilized a book with traditional algorithms such as SRA Real Math or Saxon Math. O Students who studied traditional algorithms are expected to yield higher scores and exhibit a shorter average amount of time for completion.