## Freedom from

## Lower Standards for Math

According to James Milgram of the CC Mathematics Validation Committee, 2.1% of the students who enter college with the preparation that CC requires will ever complete a degree in a STEM field. "What was going on there was if anything, anti-mathematical." Colleges will be forced to lower their entrance requirements, it will be a disaster.

## Governor's Claims about Common Core Don't Add Up

Common Core supporters claim there has been much “misinformation” spread about the new Common Core national standards that Georgia adopted in exchange for a federal Race to the Top grant. Indeed there has. One critical piece of misinformation is the claim that the Common Core math standards are more “rigorous” than our previous Georgia Performance Standards. I did my own research on this question and found that the truth is quite the opposite.

I have been a math teacher for 25 years and currently serve as a professor of math and science education at Mercer University. As a frequent presenter at the National Council of Teachers of Mathematics (NCTM) Regional Conferences and Annual Meetings, I saw the building excitement over the new Common Core standards while they were still in development. In the vast exhibit halls at the Annual NCTM meetings, Common Core logos were everywhere. These standards were discussed and promoted well before they were even revealed. Textbook publishers worked diligently to re-name their materials so they could be marketed as aligned to the Common Core. I was writing an online curriculum guide at the time and was asked to do the same.

I realized I needed to see the big picture – where will these national standards take us? -- instead of playing the “alignment” game to help sell a product. So now that the Common Core standards
are published and being implemented, I decided to compare them to the NCTM Principles and Standards published in 2000, the previous Georgia Performance Standards (GPS), and the well-regarded
Massachusetts state standards that were in effect before Massachusetts traded them for Common Core. I created a spreadsheet with 5 tabs, one for each of the former NCTM Content Standards: Number
and Operations, Algebra, Geometry, Measurement, and Data Analysis/Probability. I analyzed every standard in all five areas for grades kindergarten through 8^{th} grade (and also
reviewed the Common Core standards for high school).

After spending hours on this project, I am convinced that the Common Core national standards will set our children back one to two years. The national standards are markedly inferior to all three sets of standards I used for comparison. I challenge any “curriculum expert” at the Georgia Department of Education to review my spreadsheet – available at http://marykaybacallao.jimdo.com/common-core-math-standards/-- line by line and offer an honest assessment. It is in comparing the old standards with the new that we will find the truth.

So what is missing in the new Common Core Math Standards? A few examples:

Mean, median, mode, and range -- gone in elementary grades.

The concept of pi, including area and circumference of circles – gone in elementary grades.

The Fundamental Theorem of Arithmetic (prime factorization) – gone completely.

Using fractions, decimals, and percents interchangeably -- gone completely.

Measurement -density – no measurement instruction after 5^{th} grade.

Division of a fraction by a fraction – gone in elementary grades.

Algebra -- inadequate readiness in the elementary grades and pushed back one year (from middle school – 8^{th} grade – to high school – 9^{th} grade). This means the
majority of Georgia students will not reach calculus in high school, as expected by selective universities.

Geometry -- simple skills such as calculating the area of triangles, parallelograms and polygons are no longer taught in elementary grades.

But Common Core proponents will argue that NCTM supports Common Core, so the standards must be good. Unfortunately, that isn’t necessarily so. NCTM has been hijacked by political operators who
are less interested in true mathematics education than in cultivating the good graces of the powerful entities behind Common Core. In fact, later this summer NCTM will install as Executive
Director a man who has no experience in mathematics, mathematics education, or working with teachers. Teachers, we need to rise up and demand that our national organization reconsider supporting
these inferior standards.

I taught elementary math for nine years. I know what students are capable of – and they are capable of so much more than what Common Core requires. When our previous standards actually challenged students, why are we settling for the mediocrity of Common Core?

by

Dr. Mary Kay Bacallao

http://marykaybacallao.jimdo.com/common-core-math-standards/

# Meet Jason Zimba

According to Jason Zimba, the lead author of the CC math standards, we are NOT ready to look at the standards for revision every 6 years. Doing so would be "counter productive." If you listen to his answer to the question below you will see where the word "tweak" came from. Also notice that the governors have been told there is some flexibility for now, but he does not mention that there is NO flexibility in the copyright agreement. Dr. Mary Kay Bacallao recorded this in October of 2013 at the ATMNE conference in Killington, Vermont.

See the copyright here: http://www.educationalfreedomcoalition.com/scripted-lesson-plans/