An article from The Hechinger Report reviews recent PISA (Program for International Student Assessment) results. Their conclusions suggest that the highest achievers are the students who view math as a set of large, connected concepts, while those who utilize rote memorization for math facts and procedures are the lowest-achieving.

This is an alarming finding for educators in the United States, who are often pressured to rush students through concepts in time for standardized tests. Those students who have trouble quickly recalling math facts but can nonetheless solve problems through slower critical thinking are often discouraged by math, sometimes at a very young age. At the same time, students who get by with rote memorization may hit roadblocks later on due to a lack of conceptual understanding.

Some of the experts cited in this article suggest that instead of pushing students to learn such a large array of math skills, we should be pushing our students to deepen their math understanding. Allowing students the time and freedom to think creatively about math could lead to a greater enjoyment, and eventually a greater understanding of math.