Common Core—Errors Piled Upon Errors


    Do not think about, write about or deal with  human behavior without determining the effects of incentives. It’s not their money, of course they’ll waste it.

    Wherein we see that the concepts of Common Core, based on faddish notions of what students should learn, how they learn and what they’re interested in, is far from the mark. Theory will do that for you.

Look to Canada to See the Future of Common Core Math?

Look to Canada to See the Future of Common Core Math?
Shane Vander Hart

Bill Gates said in 2009 that it would take 10 years before we knew if any of the education reforms he is pushing is working or not.  We may not have to wait for Common Core math as a report was just released by the C.D. Howe Institute in Canada that demonstrates discovery learning has brought about a decline in Canadian students’ math skills.


   Perfect example that, just because a person is good at one thing does not make one an expert in something else. Ten years? One can tell in, oh say, 10 minutes whether a teaching method is working.

The National Post reports:

    Canadian students’ math skills have been on a decade-long decline because rote learning was replaced by discovery-based methods that promoted multiple strategies and estimations, according to a new report that calls for a return to tradition.

    “You know what’s the worst kind of instruction? The kind of instruction that makes kids feel stupid. And that’s what a lot of that discovery stuff does; their working memory gets overloaded, they’re confused. That’s bad instruction,” said Anna Stokke, an associate professor in the University of Winnipeg’s department of mathematics and statistics, who wrote the C.D. Howe Institute report.

Sound familiar?  The article continues:

    The report puts a good deal of the blame on discovery or experimental learning approaches that encourage students to explore different ways to solve math problems instead of using a single standard algorithm and often promote concrete tools such as drawing pictures, or using blocks or tiles to represent math concepts. The idea is students will gain a deeper understanding of math and be better equipped to apply it to a variety of situations.

    What really happens, though, says the report, is students’ working memories get overwhelmed if they don’t know their times tables and can’t quickly put a standard algorithm to work to solve a more complex problem, both features of what’s known as “direct instruction.” Key operations, such as addition and subtraction of fractions, are overly delayed until the middle school years, just as students need that facility to tackle algebra.

According to the report Discovery Learning has the following characteristics that is very similar to what we see with Common Core math.

    minimal guidance from the teacher and few explicit teacher explanations;
    open-ended problems with multiple solutions (Example: The answer to my question is 37. What might my question be?);
    frequent use of hands-on materials such as blocks, fraction strips and algebra tiles or drawing pictures to solve problems;
    use of multiple, preferably student-invented, strategies;
    minimal worksheet practice or written symbolic work;
    memorization of math facts is deprioritized;
    standard methods such as column addition or long division are downplayed;
    a top-down approach in which students work on complex problems, even though foundational skills might not be present.

Granted there are differences between discovery learning and Common Core, but this just another example of how fads in education don’t actually help education students.  In fact for lower performing students it makes them worse.

The report notes on page 8, “A particularly disturbing finding, from a number of studies, is that low-aptitude students perform worse on post-test measures after receiving discovery based instruction than they do on pre-test measures. In other words, discovery-based instruction might result in learning losses and widen the gap between low- and high-performing students.”


   Common Core teaches that 9 plus 6 is a problem, not a fact. Education, as practiced in North America, is an extended, expensive IQ test. As one of the Marx Brothers said in court when he put his luggage on the table. “I rest my case.”

Government Job or Respect–Which’ll It Be?
Cheerio and ttfn,
Grant Coulson, Ph.D.
Author, “Power Teaching: How to Find Someone to Teach Your Child when the Education System has Failed.
Cui Bono–Cherchez les Contingencies


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