Common core math applies standards that place a greater focus by course instructors and a deeper understanding by the learners compared to the previous math standards. Students need to solve math problems accurately, to accurately apply the best math concepts and equations in solving real-world problems and understanding concepts without having to memorize answers. All these while demonstrating the reason for applying the chosen concept or why the equation used is accurate. The standards help students think critically and gather the knowledge needed to succeed at the subsequent higher levels (Layton, 2014).
Critics may fight the common core idea by thinking that it’s too demanding for most students, holding back the already fast math students or it are different from what the older generation learned. But who doesn’t know it long term benefits? It’s time to let go of the” plug and chug” math. Gone are the times when students memorized math rules, follow the rules and get to the answer. Modify or twist the question, and they are likely to get it wrong (Friedberg, 2014).
Take the example of elementary school math, there exist a rule that “add a zero to multiply by ten” . It is ok to say that 433 x 10 =4330. We never bother to explain why. Then when the students get to learn decimals, the rule backfires: 4.33 x 10 is not 4330. We simply need another different rule to solve the question. Common core helps us to understand why math is a collection of rules that come from ideas. Ideas which make sense. It lays the foundation that ensures students are in a position to grasp math concepts compared to the present standards (Friedberg, 2014).
Common core math should not sound revolutionary because it is not; it’s a list of topics that everyone knows we should learn and teach. It should not be considered a curriculum, a test, a federal mandate or a teacher evaluation tool. Common core math expectations have endorsements from major mathematical societies including the American Mathematical society and statistical bodies (Friedberg, 2014).
The new standard will only work best if parents support their children in ensuring that these expectations are reached. It’s no doubt that the required new standards are more involving. It requires more our teachers, parents and students in understanding what they are doing and not just the set or rules (Layton, 2014).
According to Hechinger report, American education received alarming news a decade ago: U.S students who sat for a pair of international exams fall far behind peer nations like Russia, Japan, South Korea and Singapore. While 44% of students from Singapore had “A’s” on international mathematics and science, a disappointing 7% of American students equaled that grade. The report further indicates that college enrollment for U.S students was low, and the fee rates for subjects like basic algebra was very high despite the projections indicating that future employment opportunities required college education. The biggest and best response and which has been perhaps controversial was the adoption of the common core standards across forty-six states of the U.S. (Garland, 2013).The debate has had its fair share, at local, international and national levels as students; teachers and parents continue to gather more information, reassurance on new expectations and the advantages of embracing common core math.
Work cited
Friedberg, Solomon. 'Common Core Math Is Not Fuzzy.' USA TODAY 2014. Web. 26 Nov. 2014.
Gerland, Sarah. 'Why The Common Core?'. The Hechinger Report 2013. Web. 26 Nov. 2014.
Layton, Lyndsay. 'Common Core Math Can Be A Mystery, And Parents Are Going To School To Understand It.' Washington Post 2014. Web. 26 Nov. 2014.
