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[quote=Anonymous][quote]With the introduction of calculators, [b]many states have downplayed the importance of arithmetic, apparently not realizing its true educational value[/b]. Instead, they spend time on statistics and probability, both of which Com-mon Core has tossed out of early elementary school. Another thing that states love is geometric slides, turns, and flips, sometimes presented every year in grades K?11, perhaps under the mistaken belief that they are really doing mathematics.

Fewer than 15 states are explicit about the need for students to know the single-digit number facts (think multiplication tables) to the point of instant recall. States love to have kids figure out many ways to add, subtract, multiply, and divide, but often leave off the capstone standard of fluency with the standard algorithms (traditional step-by-step procedures for the addition, subtraction, multiplication, and division of whole numbers). For example, only seven states expect students to know explicitly the standard algorithm for whole number multiplication. Fractions areven harder to find done well. Standards for fractions are generally so vague that nearly everything is left to the reader. Often states expect students to develop their own strategies or a variety of strategies for dealing with frac tions. For example, only 15 states mention common denominators. [b]Common Core does a pretty good job with arithmetic, even a very good job with fractions.[/b][/quote][/quote]

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