Embracing “New Math”: A Perspective from a Parent

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Mathematics has never been my strong suit. Admittedly, it’s not the most popular opinion to express a lack of confidence, but it’s a reality. Growing up in the ’70s and ’80s, the educational environment didn’t embrace the growth mindset philosophy we hear about today. We were simply categorized as either proficient in math or not; unfortunately, I fell into the latter group.

Now, as a parent of four, with three children navigating Florida’s public school system, I find myself confronting the “new math” approach. You might anticipate my disdain for this modern method of teaching, especially given its complexity. To my Generation X, just-turned-40 perspective, the techniques appear convoluted, with boxes, hashmarks, and intricate word problems that baffle my middle-aged brain. What exactly is an addition sentence, anyway? When faced with prompts asking students to “explain how you arrived at your answer,” I often wish I could simply respond, “I used math.” Would that suffice?

Surprisingly, I don’t harbor any animosity towards “new math.” As someone who has grappled with numerical concepts throughout my life, I appreciate the intention behind this approach: to dissect mathematics in a manner that fosters genuine understanding among our children. In my own schooling, I relied heavily on memorization of formulas. If I forgot one, I was lost, lacking the depth of understanding that would allow me to navigate math independently. In contrast, my children seem to grasp math differently. While they still need to memorize multiplication tables, they engage with the material in ways I never considered.

For example, last week, I visited my second grader’s classroom to conduct a Math Superstars enrichment lesson. After presenting a word problem, I shared my method of solving it. To my surprise, a young boy raised his hand and confidently presented an alternative approach, arriving at the same solution. His strategy, which I would have never conceived, was equally valid. On another occasion, I attempted to guide a child through a word problem but was met with him already creating circles and hashmarks on the whiteboard, arriving at the correct answer without any input from me. In my own childhood, this level of confidence in problem-solving seemed unattainable. Yet for my children and their peers, it appears to be an inherent part of their learning process. I can’t help but wonder how this mindset will influence their future learning experiences beyond math.

Many parents express frustration towards the Common Core standards, often linking “new math” to its perceived shortcomings. While I have my reservations about certain aspects of Common Core, particularly the excessive high-stakes testing my children face, I recognize that the standards themselves don’t dictate curriculum. Sometimes, the new curriculum proves effective. Although it differs significantly from my own education, much like my minivan dashboard or the technology I use, it represents a necessary evolution. This more complex method may require extra effort, but it encourages my children to think critically and interact with numbers in ways I never could.

When my child encounters challenges with math homework, I strive to assist him. However, if the material stumps me, I feel comfortable sending it back to his teacher with a question mark. They understand my perspective; I’m not expected to grasp every aspect of “new math.” While it occasionally frustrates and confuses me, my children seem to navigate it just fine, aside from the usual questions and off days. Ultimately, they are learning math effectively, and that’s what matters most.

In conclusion, despite my own struggles with math, I find that my children are thriving in this new educational landscape. Their ability to tackle math problems with confidence and creativity is promising.

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