Camdenton R-III Math

An increasing number of parents in the Camdenton Public School District are expressing concerns about the highly controversial and experimental math programs being used on our elementary school students. The existing programs in use in the Camdenton R3 Schools are called Everyday Math and TERC/Investigations. They emphasize self discovery over mathematical competency and teacher-led instruction. Renowned mathematicians, university professors, engineers, scientists, parents and individuals who use, advance, and rely upon mathematics in their careers and daily lives have condemned programs like TERC Investigations which abandon teaching of proven math fundamentals to elementary school children. Therefore, we, the undersigned, would like to express our deep concern with the following issues and to propose that the Camdenton Public School District adopt the following goals:

1. Protect the right of students to become computationally fluent in mathematics. We expect students to receive direct instruction in standard algorithms of all mathematical operations and laws of arithmetic so that they can master the skills that allow fast, accurate calculation of basic problems. This goal cannot be met with the current Everyday Math and Investigations/TERC math curriculum for lower grade levels. We expect by the beginning of the 2009-2010 school year that Everyday Math and Investigations will not be considered the core curricula of K-6 grade levels. These and any other reform curricula shall only be considered supplemental and used at the discretion of individual teachers based on student need.

2. Offer intermediate and secondary school math options that meet the diverse needs of older students. Choice in math instruction after elementary school is appropriate. Full disclosure is expected. Options should be fully explained to parents and students, without bias or pressure to choose a particular path. Parents and students should be encouraged, by teachers and administrators, to thoughtfully evaluate placement recommendations throughout the junior high and high school years, but especially at the initial selection point. Secondary course options should always include universally accepted courses in algebra, geometry and precalculus, as those have proven successful, particularly for National Merit Scholars and for students in Advanced Placement courses.

3. Actively encourage participation from parents and other community members. Creating a more open process will result in a more robust math curriculum in Camdenton Public Schools. Outside perspectives will help guide the district as it sets standards and chooses curricula to successfully meet those standards. Possible participants include professional mathematicians, engineers, scientists and business leaders. Participants should have no vested interest in National Science Foundation (NSF)-funded math curricular programs. Parents and students should also have access to textbooks with substantive material to facilitate math study outside of class time.

4. Ensure that math instruction is flexible enough to allow for various learning styles and is age and grade-level appropriate. The elementary level should focus on math standards that will build a solid base of mathematical skills for ALL students. Middle school curricula should build a bridge between the fundamental arithmetic learned in elementary school and the more abstract concepts taught in high school. At both the elementary and middle school levels the curricula should allow teachers the flexibility to meet the needs of all types of learners.