Sometimes, in trying to help people understand the facts beneath tax policy issues, I wonder why many have difficulty grasping the essentials, and thus being misled or even duped by the sound bit and buzz phrases tossed about by politicians and lobbyists. The inability of so many people to understand why flattening tax rates does just about nothing to simplify tax law, or to comprehend how phase-outs cause tax rates on middle incomes to be higher than those on high taxable incomes, probably correlates with deficiencies in arithmetic understanding.In other words, it is essential that Americans understand arithmetic, which is, of course, a subset of mathematics.
In a recent commentary in the Philadelphia Inquirer, Melissa E. Libertus and and Roberta Michnick Golinkoff examined the arithmetic skills deficiency problem. They begin by pointing out, “Educators and parents alike are alarmed over the persistent gaps between 15-year-olds in the United States and their international peers on science and math outcomes.” They then share some of the overwhelming evidence of the problem. No matter what the “science is irrelevant” folks might claim, there is no doubt that Americans, including American children, do not fare well when it comes to math. The problem is not a secret, and it’s something I noted almost a decade ago, in Who Should Test the Students?:
I wonder how many people are going to take offense at my thoughts on what is turning out to be a major legislative battle in Pennsylvania. A while ago, the governor of Pennsylvania proposed that high school diplomas be awarded only to those students who passed state high school graduation tests in ten subjects. * * *So the issue isn’t whether there is a problem, but what should be done.
The governor's motivation rests on several concerns. First, even though tens of thousands of eleventh graders fail one or more state school assessment tests, almost all receive diplomas at the end of their senior years. Considering that as many as 45 percent of juniors have fallen short on one or more of these tests, either an amazing amount of catch-up is being accomplished or students are graduating high school deficient in particular skills. Second, increasing numbers of college students are being funneled into remedial courses to learn what they ought to have learned by the time they graduated high school. Third, employers complain that many high school graduates whom they hire have little or no reading skills, are incapable of doing arithmetic, or both. Are these believable accounts? I think so. Why? Because among law students whom I teach, far too many cannot spell, cannot write well, do not understand grammar, and struggle with simple arithmetic. Considering that law students are drawn from college graduates with grade point averages on the high end of the scale, it is rather disappointing and worrisome that among the very best there is so much deficiency.
Libertus and Golinkoff offer an important insight. They write:
Evidence suggests that the road to strong STEM education starts not in elementary or middle school, but at home and in preschool with very young children. Some parents and teachers talk about numbers and math frequently so that their children are hearing words such as two, twelve, more, less, count, and add repeatedly in various contexts. Other parents and teachers, however, rarely use number and math words or engage children in meaningful math-learning activities.I am in total agreement with Libertus’ and Golinkoff’s suggestions. There is no doubt that children absorb the environment in which they are raised. Children who are surrounded – or as I put it in Doing Arithmetic: An Insight into Tax Policy Conundrums, immersed – in numbers grow up to be better at arithmetic, just as children who are exposed to, and immersed in, books grow up to be better readers, children who watch and help their parents cook are better chefs, and children who are engaged in cerebral activities at home develop better critical thinking skills. The challenge, as I see it, is that too many of America’s children are growing up in environments lacking in literacy, numeracy, and cerebral activities. They absorb the prejudices of their parents, and too many fail to get past those barriers. When parents send the message that “book learning” is for fools, that reading is unimportant, and that numbers don’t matter, they are depriving their children of the opportunity to do well in life. Though Libertus and Golinkoff also suggest that the pre-school numeracy environment also needs to be improved, there is only so much that can be accomplished by educational institutions when the tide at home is pushing back in the wrong direction. What the nation needs is an improvement in the parental environment, and that requires parental education. Though some adults who failed to complete high school eventually see the light and return to school, too many do not do so. It’s time to tackle this growing illiteracy and innumeracy problem. Nothing less will do in the fight against ignorance.
* * * We must bring math into our homes and preschools.
To be specific, research indicates that some parents of toddlers use an average of more than 30 number words every hour * * * Other parents, however, use only one number word every two hours, on average. This creates close to a 6,000 percent difference in math input at home. * * *
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Numbers can be a natural part of parents' talk with their children. At the grocery store, for example, parents can talk about the number of bananas in a bunch and how many would remain if you picked off two, the cost of a child's favorite cereal, and what it means to be "on sale." At home, they can count the number of plates needed to set the table, and they can weigh and measure flour and salt when they bake together. When children ask how long it takes for the cookies to bake in the oven, parents have another opportunity to use number talk.
When traveling by car or bus and children ask the perennial "Are we there yet?," parents can talk about the number of miles and minutes to reach their destination. Board games like Chutes and Ladders that require counting give numbers real meaning as they correspond to how many spaces children can advance with each throw of the dice. Building with blocks or doing puzzles together can fuel the spatial skills that undergird math knowledge.