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by Joshua A. Taton, Ph.D. | September 28, 2023 | 2 min read

DRAFT

I don’t know how to explain it any more plainly. It’s the Number ONE useless debate I’ve encountered in my career. And the debate won’t end.

❗️Students in second grade do NOT need to learn about multi-digit addition before multi-digit subtraction.

❗️They do not need to drill on place-value rules and definitions before learning multi-digit operations.

Why? Because there is a reciprocal relationship between motivation and understanding, practice and application. A rising tide lifts all boats at the same time.

That’s why modern, cognitive-based, well-researched, thoroughly field-tested curriculum programs alternate back-and-forth among these ideas and skills.

Think differently? Students doing well with your traditional approach? That’s fine.

But are they really? Can they solve problems from openmiddle.com? Maybe they don’t have the depth of understanding you think they do.

How many of them could be doing even better, if you tried something new? What have you got to lose? Have you read, digested, and used the research? Show me the evidence that proves otherwise.

I welcome your thoughts!

Need Help?

I am ready, willing, and able to help your school or system adopt research-based changes to your assessment practices. If you want to see deep and meaningful change, including renewed excitement about mathematics instruction, in your building(s), please contact me for a consultation.