MEDIA CONTACT: Matt Cardoza, GaDOE Communications Office, (404)
651-7358, mcardoza@gadoe.org
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Getting math right for the students and teachers of Georgia has been a
priority of mine since day one. One of my first actions as your State School
Superintendent was working with the State Board of Education to provide a
needed choice between integrated mathematics and traditional discrete
mathematics (with assessments to match each option) for our schools. Prior to
this action, schools that chose to offer the traditional discrete mathematics
option were penalized by having only one assessment option – integrated
mathematics.
I regularly hear from parents unable to help their children with math
homework, and math teachers who struggle to master instruction due to a lack of
textbook options and unclear expectations for state tests.
While it is important for kids to think critically and to use different
methods for problem solving, it is also essential that students have a firm
understanding of the fundamentals of mathematics. Basic algorithms, fact
fluency, and standard processes for addition, subtraction, multiplication and
division also contribute to building a strong foundation for student
achievement.
Teaching using “funny math methods” – such as, for example, the lattice
method – is not state-mandated and not a requirement for students to achieve on
any state tests. State assessments ask that students arrive at the correct
answer and, in some cases, explain how they got there, but a specific process
for obtaining the answer is not required.
I know that in the pursuit of increasing rigor, mathematics has become
overly complicated. In some classrooms, solving simple multiplication or
addition problems has become what may seem like a college-level calculus
problem.
Due to a lack of textbook options and rushed implementation, many local
school systems and mathematics teachers turned to Internet resources and/or
vendor products labeled “Common Core”. As a former educator, I deeply believe
in ensuring teachers have the autonomy and ability to teach using methods they
feel are best for their students.
I ask that local systems, instead of turning outward to un-vetted
resources, turn inward toward collaboration among the talented experts within
their own departments.
Georgia is a local control state in regard to public education. Let me
make the following statements very clear:
• What many have labeled
as “Common Core” methods for teaching mathematics are not methods mandated by
the Georgia Department of Education
• Georgia’s standards
direct school districts, schools, and teachers to use basic arithmetic
algorithms, fact fluency, and standard processes for addition, subtraction,
multiplication and division
• The Georgia Department
of Education provides resources (which may be used at district discretion)
supporting the use and instruction of basic arithmetic algorithms
Offering choices and clarification are some of the steps we are taking
to address the concerns surrounding mathematics in our state. We will continue
to monitor this issue closely to ensure our students have the best education
possible.
Richard Woods,
a 22-year public school educator and former small business owner, is Georgia’s
School Superintendent.