Series: Hear from the Experts

A Broken Curriculum: Math Education in United States

A Broken Curriculum: Math Education in United States

This is a Video - for grade levels Adult Learners
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Phil Daro explains that the main cause behind the United States’ lagging academic performance, particularly in math education, is not the students, the teachers, or the schools, but rather the curriculum, specifically in its attempt to cover too much material.

That’s the paradox: we’re moving too fast, and that’s why we’re behind.

Phil Daro is a member of the team that developed the Common Core State Standards for Mathematics. He is Site Director of the Strategic Education Research Partnership (SERP) at the San Francisco Unified School District and has worked with the University of California in directing large-scale teacher professional development programs.

This presentation took place on August 12, 2014, as a part of the Summer P12 Mathematics Institute, an event put on by Chicago Public Schools, DePaul University, and Erikson Institute. The purpose of the event was to build and expand capacity to provide high quality mathematics instruction in alignment with the Common Core State Standards for Mathematics (CCSSM) in networks, schools, and classrooms.

Why is this important?

Phil Daro’s message about the importance of slowing down math curricula has special significance for early childhood education. It takes time to build a strong foundation in math during the early years. Teachers can look to the Common Core State Standards for guidance on where to slow down and focus.