Assembly Takes Up Debate on Math Teaching Reform

A debate erupted in the state Capitol on Thursday about whether the basics are being ignored in California’s latest efforts to improve math instruction.

In a heated discussion that has raged mostly before school boards for the last year, parents, teachers and professors argued about whether schools have watered down standards and stripped basic computational skills from many math classes.

At a packed hearing, the Assembly Education Committee--which by law has no legal power over textbook decisions, teaching methods or the content of classes--provided a sympathetic ear to school critics.

“The No. 1 problem in California schools” is the state’s prescribed teaching methods, said Assemblyman Steve Baldwin, a conservative Republican from La Mesa who called the hearing in his first act as chairman. He said he would not seek to tell teachers how to teach but might consider writing legislation requiring that instructional decisions be based on extensive research.

The new approach to math “makes math very fun, but what’s the use of making math fun for kids if they can’t get a job?” Baldwin said. “They always say kids need to learn higher-order skills and be able to apply math to every situation and we agree with that, but if they don’t know basic skills . . . what is there to apply?”

While the speakers before the committee had sharply different opinions, opponents and proponents agreed that math instruction must be improved. Only two states--Louisiana and Mississippi--ranked below California on the last national math examination in 1992.

They disagreed, however, about whether the state’s current direction--toward more emphasis on problem solving, on group projects, on open-ended explorations and away from repetitive drills in number facts and equation solving--will make the situation better or worse.

They also disagreed over issues involving research methods, calculator use, the state philosophy on the topic and the quality and content of textbooks written to match it.

But the substance of the debate, which has become increasingly bitter as opponents have grown in number, prominence and vehemence, will probably have little impact on math in the state. School districts that enroll 75% of the students in the state already have selected the textbooks they will use for the next seven years at least.

And most of the concerns raised by critics of the state’s direction in math teaching were recognized by a task force appointed by state Supt. of Public Instruction Delaine Eastin last year and, as a result, the state’s controversial instructional guidelines are being revised.

Rather, it was the fact of the debate, which allowed critics of schools from San Diego, Torrance, Palo Alto, Sacramento and other cities to get a sympathetic hearing of their concerns, that put math educators on notice that legislative leaders are willing to scrutinize issues previously left to the discretion of educators.

Assemblyman Bruce Thompson of Fallbrook, another conservative Republican, used the hearing as a chance to blast the public schools in general. “I’m sick and tired of the education system that we have to try and defend when we leave the state,” he said, just before leaving the hearing. “It’s an embarrassment.”

Proponents argued that new math courses do not sacrifice basic computation, they just teach it differently. “We have ample evidence that students learn the basic skills . . . better than they do in traditional programs and can solve complex word problems much better,” said Tom Sallee, a UC Davis math professor who helped design a new algebra course that is used in 500 schools across the state.

Valerie Henry, a parent and math teacher from Irvine, compared learning mathematics to learning music.

“Music students learn about the theory of music, they practice scales and exercises and they perform beautiful pieces of music,” she said. “A kid who only practices scales and exercises could never perform in concert.”

Like scales, basic skills are “an important part of the program,” she said, “but it is not enough.”

Phil Daro, a University of California professor who co-chaired Eastin’s math task force, said that in addition to arithmetic, students need to understand mathematical concepts and be able to apply them to come up with realistic answers to unfamiliar problems. “Our students need all three,” he said.

Assemblywoman Kerry Mazzoni (D-Novato), the committee’s vice chairwoman, sought to find common ground among the various views. “I really don’t think that what we’re doing in math should be a pro or con issue,” she said. “I think we need to look where we can come together.”

She asked how the Legislature might help and was told by panelists who favor reform mathematics as well as those who oppose it that the state should increase the amount of math prospective teachers are required to take and spend more money on teacher training.

Others suggested that the Legislature could rework the state’s process for guiding instruction by writing a framework and then selecting textbooks that meet it. Instead, some said, the state should allow school districts great flexibility in textbook purchases as well as teaching methods.

Megan Franke, a UCLA education professor who helps teachers with math, said many are confused about what they should be doing and know little about the controversy raging in many districts. “All they know,” she said, “is that what they are doing isn’t working.”