Guest columnist: When everything old shouldn’t be new again

When I tell people I’m a math teacher, I hear a common reply. It starts with a slight groan and a distant gaze as if bringing to mind a painful memory of immense torture. Then they’ll say, “I was never any good at math.”

Unfortunately, few adults have fond memories of their mathematics education. As someone who teaches, it is a daunting task attempting to create a future where people fully realize and master the practicality and richness found in mathematics. Math educators know that students are coming to us with anxiety. Some students have had wonderful, enriching math experiences prior to when they step foot in our classrooms, and others have struggled year after year. If we teachers are successful, we inspire future engineers, research scientists, or computer programmers. If not, then we spawn a whole new generation of adults who groan when they hear my career choice.

This is why I believe we should continue with the North Carolina Common Core State Standards instead of returning to the “old way” of doing math. While the latter worked for some, it did not work for the vast majority of people who today dread math. Teachers have labored in the transition to Common Core by collaborating more and attending numerous professional development workshops. To completely dismantle our work would be a slap in the face just to satisfy political one-upmanship. The work of North Carolina teachers and the fate of our children should be not be used in the game of thrones being played out by some in our legislature.

Designed to increase the focus, coherence, and rigor of mathematics, the Common Core Standards allow me to guide every student to a new level of understanding. The distributive property, for example, is studied as early as 4th grade and continues to be developed as the children progress. By the time students learn factoring at the high school level, they experience the cohesiveness and connectedness that has always been present in mathematics. Students will lose opportunities like this if the state decides to eliminate Common Core.

There are those who lament that the focus of math education has moved from learning basic tricks and rules to creating models and recognizing patterns. Procedural fluency has not disappeared; however, students first learn conceptual understanding of the mathematics to help them become better critical thinkers and problem solvers. Other critics say a lack of textbooks has created confusion for students and frustration by parents. Yet the lack of new textbooks has nothing to do with the standards and everything to do with the budget decisions from our legislature. When teachers disapprove of funding levels, this is one reason why.

Although some believe the standards are not developmentally appropriate, semester after semester all of my Math II students show proficiency at concepts previously reserved only for past Pre-Calculus Honors students. Overall, teachers need to better communicate with communities about our work and we need increased funding for textbooks, supplies, academic coaches, and professional development. While revisions to the N.C. Common Core State Standards are needed, I request that politicians and appointees, who perhaps dreaded their math classes, consider dialogue with the people who are dedicated every day to providing a quality mathematics education that will be remembered with fondness. Hopefully when I retire and I tell people that I used to be a math teacher, they will simply say, “Thank you.”

Elliot Lunsford is a fellow for the Hope Street Group NC Teacher Voice Network. This is his ninth year teaching math at Owen High School in Black Mountain.