Schools are back in session—both in person and remotely (due to the COVID-19 pandemic and the necessary social distancing). And while the long-term effects of what this will do to our elementary-children’s education is still up in the air, there is a way to make math education easier: stop teaching U.S. customary and metric units in favor of the metric system alone.
Common Core Standards Revisited
Common Core Standards were an attempt to get some uniform education goals implemented across the country for Language Arts and Mathematics. Problematically, states are allowed to teach whatever subjects they want whenever they want to teach them. To make my point in an exaggerated way—one state could teach pre-calculus in kindergarten while another could opt to only teach the alphabet all the way through high school. While it’s not that bad, there really were/are not unified standards. Common core attempted to remedy that at a grassroots level. (More from me here.) Of course, while several states refused to adopt the Common Core, a majority of states and territories continue to use them. Here is the current situation today from the Common Core website.
Common Core and math
Common Core math standards calls for teaching U.S. customary and metric units side by side in grades 2, 3, 4, and, 5 under the category of “Measurement & Data.”
For instance, in grade 2, the standards state:
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (CCSS.MATH.CONTENT.2.MD.A.1)
For grade 5, they include:
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (CCSS.MATH.CONTENT.5.MD.A.1)
Why teach everything in the graphic below when we could only need to teach the units on the right? It’s the “right” way to go.
By teaching the two sets of units at the same time, we are not doing our children any favors. Given the math and science test scores in this country, wasting time teaching an efficient set of units plus our clumsy, complicated ones is, at best a disservice, and during times like these, a potential travesty.
Our most recent Program for International Student Assessment (PISA) scores
The PISA scores are a worldwide measure of areas of learning across the globe, which include math and science. The most recent PISA scores were released in December 2019. The news regarding mathematical progress for U.S. students is not promising.
The data was collected from about 600,000 students in 79 countries and economies and is administered by the Organization for Economic Development and Cooperation. The bottom line for the U.S.? I think the accompanying title of an early 2020 USA Today article pretty well sums it up:
Our PISA scores
Overall, the mean score was 492 for math across all countries, while the U.S. scored 485. So, not only did the U.S. score near the middle of pack, it scored less than the mean.
In contrast, Japanese boys scored 532, and Korea’s scored 528 so the U.S. scored around 50 points less than those countries!
This image shows just how underperforming we are.
Why are faltering math scores a big deal?
One issue is income. The highest paying jobs all require proficiency at numbers, whether they are for doctors or CEOs. Math skills are a must. And according to Investopedia, the highest paying occupations in the U.S. for 2019 were predominately centered around healthcare jobs—such jobs all requires not only math but fluency with the metric system.
As I’ve pointed out before (2013 post), it not so much that our country’s math scores are getting worse, it’s that other countries are surpassing us.
Our flat scores in the area of math are, in fact, putting us behind.
We can do something about this. Advocate teaching only metric units in our schools.
You can start that ball rolling by responding to the following. To make easier, I’ve put together a draft that you can cut and paste or modify as works for you, but please help. I’ve referenced sources to keep everything transparent.
Action: Notice of Request for Information on STEM Education
On behalf of the National Science and Technology Council’s (NSTC’s) Committee on STEM Education (CoSTEM) and in coordination with the White House Office of Science and Technology Policy (OSTP), the National Science Foundation (NSF) requests input related to the implementation of the Federal STEM Education Strategic Plan, “Charting a Course For Success: America’s Strategy for STEM Education.”
DATES: Interested persons are invited to submit comments on or before 11:59 p.m. ET, October 19, 2020.
Comments submitted in response to this notice may be submitted online to: CoSTEM@nsf.gov. Email submissions should be machine-readable [PDF, Word] and not copy-protected. Submissions in the subject line of the email message should include “Individual/Organization Name: STEM RFI Response” (e.g., Johnson High School: STEM RFI Response).
You can view the notice here: https://www.federalregister.gov/documents/2020/09/04/2020-19681/notice-of-request-for-information-on-stem-education
Here is a draft response to get you started on a comment. Feel free to adapt.
My radio interview on the metric system
A few months I had an interview about the metric system with a local public radio station KSFR in Santa Fe.
The interview was performed by Carly Newfeld as part of her program “The Last Word.” It runs about 23 minutes and you can listen to it here: http://traffic.libsyn.com/thelastword/lw022020.mp3?dest-id=351241
Apparently, it’s still being played so I don’t think this notice is too out of date.
Sorry, this post is long but there was a lot to share.
As usual, your comments are noticed and appreciated.
(P.S. Happy birthday Peter G.)