Apparently math comes in handy sometimes and our cultural predisposition to be dismissive of innumeracy is coming home to roost. We've fallen behind and we're not catching up. We're not even trying. Our K-12 system, largely public schools, are to blame. The pandemic shutdown may have exacerbated the problem, certainly drew attention but wasn't the cause. This has been going on for a long time as public schools have pushed conceptual understanding over indepth comprehension. They favor labels and are putting out a product that doesn't live up to the credential. Colleges and universities across America are finding incoming students who've passed high school calculus who simply cannot handle algebra as demonstrated by placement tests. So what happens? Instead of starting ahead of the curve, these students are taking remedial courses in high school algebra, necessary to have any chance in a college level math course.
Maybe some teachers are trying, shrugging off the mantra that learning has to be fun (and games) and going old school. Learning is knowing things and acquiring skills. One teacher literally ditched the games and stated (out loud) that:
"You have to explicitly teach the content.”
It isn't clear if she's been fired [yet] or if the union knows about this departure from doctrine. Research indicates that students actually learn math when they are explicitly told the rules of the road rather than relying on serendipity and intuition. This debunks the trendy notion that Inquiry Based Learning is a silver bullet, a belief held even though research strongly suggests that IBL works best in graduate level courses where students have sufficient base knowledge to support curiosity. They know enough to know what they don't know. Your eight grader doesn't.
There is a chance this whole "teaching and learning" thing will catch on as the path (ed: really?) is already paved with a return to phonics. For our children's sake let's hope it does.
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