Response to Battleground Schools

John Dewey’s revolutionary approach to math learning in an inquiry-based environment is crucial for teachers to consider. Reflecting on my own secondary school experience in Vancouver, I recall engaging in inquiry-based learning in all my science classes—coming up with project ideas and writing reflection assignments after almost every class. However, this approach was rare in math. My math teachers strictly followed the textbook, often rushing through an entire chapter in a single class block, with most work done independently through practice questions. While Dewey’s method can be applied to all subjects, why is it more challenging in math? In my view, math is often seen as a “serious” subject that demands discipline. You can’t learn to solve quadratic equations simply by “exploring,” although exploration can be a fun introduction. Some repetition—similar to "factory-style" practice—is necessary to reinforce memory and skills.

The New Math movement, with its goal of preparing students for university, reminds me of my experience as a tutor. I worked with a fourth-grade student preparing for the SSAT math exam. They studied alone at home, only coming to the center for mock exams and then returning home to prepare for the next test. This left them feeling frustrated and unmotivated because the SSAT content didn't align with their school curriculum. Many U.S.-based standardized tests, like the SSAT and SAT, emphasize test-taking strategies and stamina, focusing on understanding the system rather than true mastery of content. For years, there has been debate over whether these exams should be abolished because they primarily assess exam skills rather than a student's genuine abilities.

New Math advocates aimed to cultivate highly intelligent students capable of competing globally, but I wonder if this focus has negatively affected students' learning, contributing to a kind of math anxiety. I've seen students distressed by the fear of not meeting their parents' expectations. Many parents—especially those with elitist tendencies—prioritize test scores, equating them with their child’s chances of getting into prestigious universities. While their intention is to secure the best education for their child, this focus on high scores creates immense pressure, leading to anxiety about failure rather than fostering a genuine love of learning and growth.