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[quote=Anonymous]Since we are now just posting random comments about Common Core that we read on the web to vaguely back up our point(s),  here's one I found:

http://edexcellence.net/articles/common-core-confusion-it’s-a-math-math-world

Common Core confusion: It’s a math, math world
Kathleen Porter-Magee

May 30, 2014

[quote]Here’s a puzzler: [b]Why are the Common Core math standards accused of fostering “fuzzy math” when their drafters and admirers insist that they emphasize basic math, reward precision, and demand fluency?[/b] Why are CC-aligned curricula causing confusion and frustration among parents, teachers, and students? Is this another instance of “maximum feasible misunderstanding,” as textbook publishers and educators misinterpret the standards in ways that undermine their intent (but perhaps match the interpreters’ predilections)?  Or are the Common Core standards themselves to blame?

My take is that [b]the standards are in line with effective programs, such as Singapore Math, but textbook publishers and other curriculum providers are creating confusion with overly complex explanations, ill-written problems, and lessons that confuse pedagogy with content[/b].

Many of the “fuzzy math” complaints seem to focus on materials that ask students to engage in multiple approaches when tackling arithmetic problems. But to understand whether the confusion stems from the standards or the curriculum, let’s start by recalling what the CCSS actually require.

1. The Common Core explicitly demand student mastery of the standard algorithms for addition, subtraction, multiplication, and division for both whole numbers and decimals.

[b]Any honest reading of the standards must recognize that in grades 4, 5, and 6, the Common Core demand that students master standard algorithms[/b]. In grade 4, students should “fluently add and subtract multidigit whole numbers using the standard algorithm.” By grade 5, they are expected to multiply whole numbers using the standard algorithm. And by grade 6, they are expected to divide whole numbers and to add, subtract, multiply, and divide decimals, again using standard algorithms.

[b]The standards themselves are unambiguous that students will master the best and most efficient ways to do arithmetic[/b], and any curriculum that does not give top billing to standard algorithms in the pertinent grades is not aligned with the Common Core.

2. The Common Core also allow more than the standard algorithms.

Because math users and teachers want more than procedural fluency from students (because they want young people actually to understand the math problems they answer so that they are ready for more advanced math),[b] the Common Core leave plenty of room for teachers to go beyond the standard algorithm to ensure that students understand how numbers work[/b]. The standards ask that students understand what it means to add to and subtract from; the difference between parts and a whole; and to be able to demonstrate these understandings in more than one way.

(snip)

Three takeaways:

First, schools who’ve had long success with tried and true approaches, including Singapore Math, might consider sticking with them before pouring lots of money into shiny new—but possibly ill-written—curricula.

Second, publishers should emulate the clarity and precision of Singapore Math rather than reinventing the wheel and coming up with one that doesn’t roll straight. If they fail in that quest, nobody should buy what they’re selling.

Third, Common Core supporters need to understand that even as opponents eagerly pounce on any mistake that anybody makes in the name of the Common Core, that doesn’t mean that we deny or ignore such failures. Failure is an important part of innovation and a necessary step in the quest for excellence. Indeed, that we should be more exacting critics than the opponents, taking pains not to explain away implementation challenges, mistakes and missteps. Let’s resolve to be vigilant, candid, and demanding in our assessment and communication of such challenges.[/quote][/quote]

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