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Time for Hillsborough Schools To Bid Bon Voyage To Fuzzy Math

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The Tampa Tribune

Published: September 23, 2007

It's hard to understand how teaching mathematics in elementary school could get so convoluted. After all, 2+2 should always equal 4; students should learn their multiplication tables and first-graders should solve math problems sans calculator.

But about a decade ago, 'reform math' overran school systems, placing an emphasis on conceptual thinking over teaching the basics. Over time, the approach gained another nickname: 'fuzzy math.'

Fortunately, the pendulum in math education is swinging back to the reasonable middle.

The Florida Board of Education last week created new standards that should restore many traditional practices for teaching math in elementary school.

Florida's new math standards look more like Singapore's, which is considered to have the best math instruction in the world. Instead of covering an average of 83 fast-paced concepts in a single school year, the curriculum will cover 18 with greater depth and mastery. Singapore's standard is 15 new concepts each year.

The old standards did not require students to memorize the multiplication tables, as the new ones do. Instead, the state placed a greater emphasis on the process of working math problems than on getting the answers right.

As another example, when teaching fractions, teachers now must provide clear and specific instruction on halves, quarters, thirds and wholes before moving on to abstract applications. But they will still be expected to relate math skills to daily life.

The new standards, expected to be incorporated into next year's lesson plans, should sound the death knell for the conceptual math curriculum taught in Hillsborough elementary schools, called Voyages. Developed by the district's own math experts, the curriculum makes a little money for the district, which sells Voyages and has stubbornly clung to the belief that it is the best possible math curriculum for our children.

However, a review by three university math professors confirms that Voyages is flawed in helping students reach state standards, in giving children a coherent math education and in training teachers to communicate its concepts.

The review was commissioned after a persistent group of South Tampa mothers made a strong case that Voyages covers too much too fast and leaves too many children frustrated and falling behind.

Some in the district, thankfully, are beginning to recognize the shortcomings of Voyages.

Barbara Hancock, director for elementary education, says teachers now may slow the pace of math education to ensure students truly learn a concept before moving on to the next.

The district also has created a database of alternative lesson plans to augment Voyages. Given that textbooks reflecting the state's new math standards won't reach schools until the fall of 2010, teachers need all the tools they can get to supplement Voyages until then.

These are positive developments. But it's disappointing that some school leaders continue to suggest that nothing is wrong with Hillsborough's math curriculum.

At a Temple Terrace town-hall meeting earlier this month, city Councilwoman Alison Fernandez asked Hillsborough Deputy Superintendent Ken Otero a pointed question about the status of Voyages.

When Fernandez complained about the math curriculum some time back, she said she was told that she simply didn't understand a new way of teaching math. Fernandez has a degree in accounting.

At the town-hall meeting, Otero brushed off her question, saying simply that Voyages was being studied and altered as needed. His dismissive response reflects how the district has too often dealt with parents who raise valid concerns about how math is taught.

School board member Candy Olson, who formed a work group to study Voyages, says it's clear that teachers need more training in math education and that students need more math coaches. While expensive propositions, Olson's discovery should ring loudly with board members. Math is a critical skill for the knowledge economy and Hillsborough must do more to help its students succeed.

When the board discusses Voyages in October, members should dial up the urgency for improving math instruction and giving teachers and students the tools they need to make a successful transition.

Now that fuzzy math has been revealed to be the murky mess it is, there's no need to prolong this math misadventure.

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