By Jon Wray, Special to CNN
Editor’s note: Jonathan Wray is the instructional facilitator for secondary mathematics curricular programs in the Howard County (Maryland) Public School System and is an elected member of the National Council of Teachers of Mathematics board of directors. He is co-founder of the Core Challenge, a program to support teacher collaboration and execution of the Common Core Standards in math.
(CNN) - The United States’ worldwide ranking in mathematics education is a common lament among teachers, parents, students, politicians and just about anybody else who has a stake in our nation’s future. The United States recently ranked 25th out of 34 developing countries in mathematics falling behind countries such as Japan, Germany and France. Ask a hundred people the cause of this situation and you’ll get a hundred different answers. One reason in particular, however, is that we have hundreds – if not thousands - of different ways of teaching our students, and different ideas of what they ought to be taught.
As an educator, I would love to tell you that I have the magic formula to teach every single student to succeed. While I don’t, I do believe a key step is for all educational stakeholders to approach our mathematics challenges in a more collaborative manner.
One problem is that each state in our country has developed its own criteria for measuring student success. Imagine being a student or teacher who has to move across the country or find a new teaching job, only to be told that, by their new school’s standards, their approach to math or reading is suddenly wrong – or even more likely, that a student’s “A” performance at his last school now only merits a “C.”
I may have a brilliant system for teaching mathematics to primary school students in my home state of Maryland, but if I try to apply it to kids in Pennsylvania, suddenly I’m trying to prepare and grade students under different standards.