Controversial Programs on Math Win Area Support

Responding to criticism from nearly 200 mathematicians and scientists, many Ventura County educators reaffirmed support for the nontraditional math programs endorsed by the U.S. Department of Education.

The alternative programs not only teach students basic skills but also show them how to apply math in the real world, a number of local educators said.

“We want kids to be able to reason and solve problems, not just do the rote memorization,” said Sheri Willebrand, math specialist for Ventura County schools. “Moving back to a very traditional way of teaching math is not really serving the kids.”

But mathematicians and scientists from around the country disagree. They wrote a letter Wednesday urging U.S. Secretary of Education Richard Riley to withdraw the government’s endorsement of 10 math programs that experiment with nontraditional teaching methods.

They argue that such programs leave out basics such as multiplying two-digit numbers and dividing fractions.

On one side of the so-called “Math Wars” are those who support programs that make children think critically and solve problems. On the other side are those who support programs that stress basic skills.

The state has adopted standards that focus on traditional teaching methods.

But districts throughout Ventura County--including Moorpark, Ventura, Oxnard and Hueneme--currently use some of the programs named in the letter. The programs used locally are College Preparatory Mathematics, Interactive Mathematics Program, Everyday Mathematics, Connected Mathematics Program and MathLand.

“The programs don’t look like they used to,” said Bill Jacobs, a UC Santa Barbara math professor who helps local districts implement math curricula. “But when you go to classrooms where students are truly engaged, they are learning math.”

Mound Elementary School teacher Carolyn Lavery said the Everyday Mathematics program--which has been used at the Ventura school for seven years--sparks student interest in math. Once a week, she and her students use the sunrise and sunset times to measure the length of the day. The activity covers telling time and subtracting, but also addresses the changing of the seasons, Lavery said.

“Everyday Math doesn’t have an emphasis on computation,” she said. “But I believe that our kids can compute.”

Willebrand said the nontraditional math programs are effective in preparing Ventura County’s students for the Stanford 9 tests. “Our kids do very well,” she said. “And the students understand the need for math, because they are actually doing math in real-world situations.”

Lavery said traditional math bores students. “When it’s drill-and-kill mathematics, they lose the excitement of doing mathematics,” she said. “I don’t think that should happen to kids.”

Oxnard Elementary uses MathLand in its elementary schools and College Preparatory Mathematics and Interactive Mathematics Program in its middle schools. Assistant Supt. Connie Sharp said the programs’ emphasis on problem solving helps students understand math concepts. But Sharp said teachers must also teach students how to multiply, divide and do other traditional computations.

Conejo Valley and Simi Valley school districts do not rely on the alternative programs listed in the letter. In fact, some Simi Valley parents have urged the district to focus even more on basic skills in mathematics.

Township Elementary School in Simi Valley uses a traditional math program, and teachers supplement that with other materials. “We do a lot of paper-and-pencil types of things,” said Principal Dolores Pekrul. “But we also use everything else we can think of to give students a challenging learning experience.”

For example, students might sing mathematics rap songs or write their own word problems with math vocabulary.

Carol Bartell, dean of Cal Lutheran University’s School of Education, said school districts need to find a balance that addresses both basic and critical thinking skills. All students learn differently, Bartell said, and schools need to tailor curricula to students’ individual needs.

For example, one student may learn how to multiply by memorizing the tables, while another may learn by working hands-on with small cubes.

The Oxnard Union High School District has found that balance, educators there said. A few of the district’s five high schools rely on traditional teaching methods, while others are experimenting with alternative methods.

“I don’t see any peaks or valleys showing that one math program is better than any other,” Assistant Supt. Gary Davis said. “We’re comfortable that they are equally effective.”

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Experts urge U.S. to withdraw its endorsement of methods that leave out basic mathematics skills. A3