Michelle Malkin
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In fact, Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. He's not alone.

Professor Jonathan Goodman of New York University found that the Common Core math standards imposed "significantly lower expectations with respect to algebra and geometry than the published standards of other countries."

Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to 9th grade, instead of 8th grade, as commonly taught. Division is postponed from 5th to 6th grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S.

Ze'ev Wurman, a prominent software architect, electrical engineer and longtime math advisory expert in California and Washington, D.C., points out that Common Core delays proficiency with addition and subtraction until 4th grade and proficiency with basic multiplication until 5th grade, and skimps on logarithms, mathematical induction, parametric equations and trigonometry at the high school level.

I cannot sum up the stakes any more clearly than Wurman did in his critique of this mess and the vested interests behind it:

"I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members. ...This will be done in the name of 'critical thinking' and '21st-century' skills, and in faraway Washington, D.C., well beyond the reach of parents and most states and employers."

This is all in keeping with my own experience as a parent of elementary- and middle-school age kids who were exposed to "Everyday Math" nonsense. This and other fads abandon "drill and kill" memorization techniques for fuzzy "critical thinking" methods that put the cart of "why" in front of the horse of "how." In other words: Instead of doing the grunt work of hammering times tables and basic functions into kids' heads first, the faddists have turned to wacky, wordy non-math alternatives to encourage "conceptual" understanding -- without any mastery of the fundamentals of math.

Common Core is rotten to the core. The corruption of math education is just the beginning.

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Michelle Malkin

Michelle Malkin is the author of "Culture of Corruption: Obama and his Team of Tax Cheats, Crooks & Cronies" (Regnery 2010).

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