As folks squabble over the Standards for Mathematical Practice and the Content Standards in Common Core.... why not cut to the chase and do what works? Do the best scores ever indicate a huge correction is needed for MiF? I think not.

The confusion: The documents about the Standards for Mathematical Practice have the cart before the horse. The practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. However these practices grow from student math content proficiency not the other way around. The SPS math leadership apparently has this backwards.

John Mighton, the originator of JUMP math, states that the teaching that develops a student's skills, and content knowledge will produce those "standards for mathematical practice" and only through mathematical proficiency and problem solving will conceptual understanding occur. Yet far too many places are attempting to "teach" the "standards for mathematical practice" directly.

I find the hub bub about Common Core alignment repulsive. It smacks of test preparation for the sake of higher test scores and little else.

Consider what Tom Loveless had to say about CCSS-M alignment in k-4 elementary school math and how that adversely effects students in middle school math.

# Implementing Common Core: The problem of instructional time

#
*Placing the CCSS-M standard for knowing ***the standard algorithms of
addition and subtraction in fourth grade **delays this progression by two
years. Placing **the standard for the division algorithm in sixth grade
continues the two-year delay**. For many fourth graders, time spent
working on addition and subtraction will be wasted time. ....

**the standard algorithms of addition and subtraction in fourth grade**delays this progression by two years. Placing

**the standard for the division algorithm in sixth grade continues the two-year delay**. For many fourth graders, time spent working on addition and subtraction will be wasted time. ....

#
*It is true that standards, any standards, cannot control
implementation, especially the twists and turns in how they are
interpreted by educators and brought to life in classroom instruction.
But in this case, ***the standards themselves are responsible for the
myriad approaches, many unproductive**, that we are sure to see as schools
teach various algorithms under the Common Core.

**the standards themselves are responsible for the myriad approaches, many unproductive**, that we are sure to see as schools teach various algorithms under the Common Core.

# The net result is that a lot of time is wasted in grades k-4 so that too much material needs to be covered in grades 5-8.

#
**Looking at what works**

**Looking at what works**