The Science of Math is a movement focused on using objective evidence about how students learn math in order to make educational decisions and to inform policy and practice.
How a Debate Over the Science of Math Could Reignite the Math Wars
Their first public assault on the status quo came in August 2022, when Powell and two of her science of math collaborators – Elizabeth Hughes of Penn State and Corey Peltier at the University of Oklahoma – published a paper titled Myths that Undermine Math Teaching. They took direct aim at some of the teaching practices recommended by the influential National Council of Teachers of Mathematics (NCTM), and Jo Boaler, a controversial professor of math education at Stanford University who has a large and devoted following of math teachers.
Myths That Undermine Maths Teaching
Myths about learning and teaching maths continue to plague classroom practice despite consistent lack of evidence demonstrating positive outcomes for students.
In this paper, leading education researchers Sarah Powell, Elizabeth Hughes and Corey Peltier debunk seven commonly-held myths about teaching maths – (1) conceptual then procedural understanding, (2) teaching algorithms is harmful, (3) inquiry learning is the best approach, (4) productive struggle is important, (5) growth mindset increases achievement, (6) executive function training is important, and (7) timed assessments cause mathematics anxiety.