Letters from Our Readers

Consider the following rationalization. In the last ten years, as I have previously addressed, the current trend in math education has been to de-emphasize basic skills and computation in favor of a predominant emphasis on problem solving and conceptual thinking.

This current trend, driven by the National Council of Teachers of Mathematics (NCTM), has given rise to a variety of published texts and programs which have subsequently been marketed all over the country, including Fayette County.

Since basic skills and computation have been de-emphasized, naturally the proficiency levels of many children have decreased. It logically follows that certain math concepts and abilities, when addressed to a lesser and lesser extent in the classroom, will wane in their perceived value and in the extent to which they are learned to a competent level.

Enter calculators into the rationalization. Because of modern technology, namely calculators and computers, children no longer need to be proficient in pencil and paper skills. Why teach a skill that a child can simply plug into a calculator and get the correct answer?

This, you see, frees the child's mind up to do more complex mathematical reasoning and problem solving. Formulas for algebraic equations that most of us memorized and reproduced on pencil and paper tests are now programmed into calculators in middle and high school. Children no longer need to know how to solve algebraic equations, hence, but rather how to program their calculators with the correct formula.

In proceeding on with this rationalization, it seems that over time, because children were using calculators to do math in the classroom and on homework, it became very difficult to show their work on standardized tests, such as SATs and College placement tests. Without their calculators, children could not answer the questions.

Enter test restructuring into the rationalization. Because children were allowed to learn in the classroom using calculators, it logically followed that they should be allowed to use them on standardized tests.

This is a reality on many standardized tests in our country today, including SATs and on many university placement tests.

But alas, this is not the case everywhere. Many institutions of higher learning do not allow the use of calculators on their entry-level placement tests. What do you suppose happens to the children who do not know how to show their work on a pencil and paper test?

Voila. You have just walked through the steps of a grand rationalization which represents the "dumbing down" of American children.

Try to envision yourself sitting in a classroom somewhere having this rationalized discussion with some educator, and arguing that you do not accept that for your child. Try to tell some teacher, administrator, or test publisher that this rationalization is not good enough for your child, and that you want your child to know how to do math computation with pencil and paper, using the ultimate calculator her brain.

This is happening as we speak in our own backyard. Some parents, educators, and administrators have no problem with using modern technology to free up the mind of a child to pursue higher order thinking.

Other parents, educators, and administrators think that this is not good enough. What do you think?

If you would like to join the Concerned Parents for a Better Fayette Education group or message us your views, please e-mail to: tdrptc@bellsouth.net, or write to the address listed below.

Thank you to all of you who have signed our petition to move up the math review process in Fayette County. Your support and encouragement, as always, is greatly appreciated.

Amy Riley
146 Ardenlee
Peachtree City, GA 30269