The Teach Math Right petition states the following as documented deficiencies of TERC Investigations:

DOCUMENTED DEFICIENCIES OF “Investigations”:

• DOES NOT teach proven standard, simple efficient and effective methods of solving mathematics problems.

• DOES NOT promote mastery of basic arithmetic facts.

• DOES NOT teach mastery of multiplication tables.

• DOES NOT teach simple long division.

• DOES NOT provide sufficient practice for children to master math concepts and applications.

• DOES overemphasize the use of calculators.

• DOES rely on “group think” and “discovery” by children vice individual mastery through teacher instruction and quality materials.

• DOES progress at a remedial pace.

Even now the PWCS Math site contains a document claiming that these statements are false. Yet again, however, the facts show that statements made in the petition drafted by Greg Barlow are absolutely TRUE.

Lets’ look at those points one by one.

**DOES NOT teach proven standard, simple efficient and effective methods of solving mathematics problems**

This is True. The standard algorithms are not taught. They’re each covered in one 75 minute session which even the authors of TERC admit amount to “study” , but they aren’t taught. Certainly not to fluency or even close mastery.

**DOES NOT promote mastery of basic arithmetic facts**

True. Just ask any local 1st grader what 15 – 8 is.

**DOES NOT teach mastery of multiplication tables. **

True. Just ask the parents who just got the division letter.

**DOES NOT teach simple long division.**

True. TERC admits that long division is not included in the program. PWCS has added long division as a single 75 minute supplementary lesson in 5th grade. Anyone want to bet how many students will understand long division after that lesson? Yet I’m quite sure the PWCS math staff will claim that that one lesson teaches long division to mastery. Heck – if the kids spend 2 weeks skip counting by 2’s, 5’s, and 10’s in 2nd grade I’m sure one day with long division is sufficient (that was sarcasm).

**DOES NOT provide sufficient practice for children to master math concepts and applications.**

True. Clearly, if sufficient practice had been allocated to learning concepts and applications then 5th graders wouldn’t be struggling with their division facts.

**DOES overemphasize the use of calculators.**

True. See our previous articles here and here.

**DOES rely on “group think” and “discovery” by children vice individual mastery through teacher instruction and quality materials**

Know what you get when four 2nd graders attempt to figure out the number line for subtraction? Four 2nd graders who don’t know how to subtract.

**DOES progress at a remedial pace**

Sticker math. Need I say more?

There are so many instances of lies and misrepresentations by PWCS officials that it’s almost laughable. Almost, because these are the people who are supposed to be providing the programs our kids follow.

You can still sign the petition, here, or send an email, here, or, better yet, come to a board meeting and let the school board know how you feel.

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