> The clear message is that we need to improve instruction > in long division and fractions
I guess it's my turn to be the guy who says `correlation does not imply causation'. It's clear that something in math education is broken, but I feel like the more important point lies in the
next sentence:
> At present, many teachers lack this understanding [of rudimentary mathematics].
I feel like this is much more important than a renewed emphasis on fractions/long division.
Full quote for context:
> "The clear message is that we need to improve instruction in long division and fractions, which will require helping teachers to gain a deeper understanding of the concepts that underlie these mathematical operations. At present, many teachers lack this understanding. Because mastery of fractions, ratios and proportions is necessary in a high percentage of contemporary occupations, we need to start making these improvements now."
I guess it's my turn to be the guy who says `correlation does not imply causation'. It's clear that something in math education is broken, but I feel like the more important point lies in the next sentence:
> At present, many teachers lack this understanding [of rudimentary mathematics].
I feel like this is much more important than a renewed emphasis on fractions/long division.
Full quote for context:
> "The clear message is that we need to improve instruction in long division and fractions, which will require helping teachers to gain a deeper understanding of the concepts that underlie these mathematical operations. At present, many teachers lack this understanding. Because mastery of fractions, ratios and proportions is necessary in a high percentage of contemporary occupations, we need to start making these improvements now."