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Elementary math update spurs more debate
Originally published November 21, 2009


By Marge Neal
News-Post Staff


Debate continues over Investigations in Number, Data and Space, the math resource being used at the elementary level in Frederick County Public Schools.

A report detailing the successes of Investigations given to Board of Education members last week has done little to ease the concern of parents who say they are watching their children struggle with the new program's math.

Nelson Palmer, elementary math curriculum specialist, told board members that elementary math is more than just arithmetic -- it depends heavily on conceptual and procedural understanding, strategic competence and adaptive reasoning.

Assessment resources have been strengthened and direct algorithm lessons have been added for second, third and fourth grades, board members were told.

"We do want kids to use efficient methods, which is ultimately the standard algorithm," Palmer said.

Bonnie Hain, director of curriculum and professional development, said one of Investigations' strengths is its multiple approach to teaching.

"One of the things we've heard from teachers is that they weren't provided, while in college, with a whole lot of variations of how to teach math," she said Friday. "There was no bag of tricks to go to, no multiple ways to teach in an effort to reach the kid who didn't get it the first time."

Investigations, with its variety of problem-solving techniques, allows teachers to reach every student, Hain said.

Parent Stacey McGiffin said one of her problems with Investigations is that it progresses at what she described as a "remedial pace."

"And it's slow not just for the highly able student, but for many average students as well," she said. "It's not challenging even our average students -- they're bored."

McGiffin also thinks the math program is repetitive and includes too much review.

"If you took third-grade Investigations and gave it to a highly able second-grader, he would be bored out of his gourd," she said.

At the Nov. 11 board meeting, some members shared comments and concerns about the program.

Angie Fish, who has children in public schools, said she doesn't disagree with the need for conceptual thinking, but she disagrees with the amount of class time being spent doing conceptually based work.

All the lessons and worksheets are Investigations-based, she said.

"My daughter is having her best math year ever, but she's at the magnet program where they're not using Investigations," Fish said at the meeting. "But they are utilizing conceptual thinking."

School board member Katie Groth wants assurance that fifth-graders will be ready for middle school math the following year.

Both McGiffin and parent Suzanne Middleton said they, too, understand the need to introduce conceptual thinking to the students; they just question the method.

"It's ridiculous to expect 7-, 8- and 9-year-olds to get conceptual thinking before they have solid number skills," Middleton said. "It's sort of like putting the cart before the horse."

Middleton is concerned the use of Investigations is causing a wide variety of problems. She said she is aware of teachers arguing -- those who like the program are at odds with those who don't.

"And this is putting an undue burden on teachers, because they are being encouraged to seek out other resources to supplement Investigations," she said. "These teachers don't have the time to build an a la carte math program."

Hain believes the most valuable tool in educating children in any subject is effective teachers.

"It's not about buying the right textbook, it's about our teachers," she said. "The reason our children will or will not learn is the quality of our teachers, and our teachers are superb."

Hain said the school system will continue to evaluate performance data and make adjustments as necessary.



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