The ‘Reading Science’ Wave Has Transformed Literacy Education: Can the Same Happen for Mathematics?

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For the majority of her professional life, Carrie Stark utilized interactive math games as a medium to captivate her students, believing that this would help them absorb foundational concepts like multiplication through experiential learning. While the activities were entertaining, the educational objectives were often not met.

Several years ago, Stark transitioned her teaching methodology after discovering an online resource dedicated to evidence-based methods in mathematics instruction, often termed as the ‘science of math.’

“The children enjoyed the games, but the games alone were insufficient for imparting mathematical understanding. Explicit instruction is indispensable,” explained Stark, who is a math educator in a suburban area near Kansas City.

As U.S. educational systems strive to improve math proficiency scores that have suffered during the pandemic, a faction of scholars is advocating for the adoption of empirically supported techniques for mathematics instruction. While this movement has fervent supporters, it is still emerging, especially when contrasted with the well-established, phonics-driven ‘science of reading’ that has revolutionized literacy education across the United States.

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Mathematics as a subject has not received comparable attention or funding, particularly beyond elementary education. Consequently, current methodologies in math instruction are less effective. The United States lags behind other economically advanced nations in math achievement, and there is a rising trend of high school graduates lacking fundamental math skills.

Proponents argue that instructional techniques grounded in robust quantitative research can remedy this, although these approaches are still being fine-tuned.

“It’s a burgeoning idea rather than an established movement,” said Matthew Burns, a professor of special education at the University of Missouri, who was among the scholars involved in the creation of a ‘Science of Math’ web resource aimed at educators.

What Constitutes the Science of Math?

There exists a scholarly debate concerning which evidence-based methods should be incorporated into the ‘science of math,’ but consensus has been reached on a few key principles.

Central among these is that math instruction must be methodical and explicit. Educators must provide coherent, precise guidelines and introduce novel concepts incrementally, all while building on previous knowledge. Such strategies have garnered support from a multitude of studies, most notably from the Institute of Education Sciences, a division of the U.S. Department of Education dedicated to evaluating educational practices.

This advice contrasts with educational models predicated on exploration or inquiry, where students independently discover principles with minimal guidance from instructors. There is ambiguity regarding which models are predominant in current educational settings.

Similar to the ‘science of reading,’ which underscores meticulous, explicit instruction in phonics, effective math instruction also demands specificity and clarity. Following the ascent of the ‘science of reading,’ 18 states have enacted legislation within three years to mandate the usage of evidence-based literacy instruction methods in classrooms.

Margie Howells, an elementary math educator in Wheeling, West Virginia, initiated her own investigation into best practices, particularly due to the paucity of resources for dyscalculia—a mathematical learning disorder. Upon learning about the emerging ‘science of math,’ she incorporated more explicit vocabulary and symbolism into her teaching.

“I’ve incorporated more rigorous instruction in mathematical terminology and symbolism to ensure that students internalize these concepts,” said Howells, who is in the process of developing a tutoring program based on scientific principles for students grappling with dyscalculia and other learning challenges.

The So-Called ‘Math Wars’

Instructional approaches to math either prioritize conceptual understanding or procedural skills. Over the years, conflicts between these differing pedagogical philosophies have been termed the ‘math wars.’ One of the salient tenets of the ‘science of math’ movement is the integration of both approaches.

“The harmonization of procedural and conceptual knowledge is essential,” stated Stark.

Stark now mentors her colleagues on research-backed strategies to help students who struggle with math—a task she felt ill-equipped for in her earlier years of teaching, when most available resources merely suggested different types of interactive games.

For a fifth-grade student experiencing difficulties with fractions, Stark re-introduced the concept of equivalent fractions, clarifying, for example, why two-fourths is synonymous with one-half.

“For the first time in our three-year instructional relationship, he expressed a deep understanding of the subject matter. It was a moment of genuine academic triumph for him,” Stark recounted.

Nonetheless, some academics question the movement’s heavy emphasis on algorithmic procedures and rote memorization. They argue that math is a field rich in creativity and logical reasoning.

“Mathematics is more than just algorithms; it’s a field that also demands creativity and logical reasoning,” said Nick Wasserman, a professor of math education at Columbia University’s Teachers College.

However, proponents counter that proficiency in basic mathematical facts actually facilitates creative problem-solving by freeing cognitive resources. They assert that an educational framework that includes inquiry, creativity, and collaboration is vital for comprehensive student development.

“When we create this false dichotomy, we inadvertently foster division and misunderstanding. A balanced approach is vital,” said Elizabeth Hughes, a professor of special education at Penn State and a leading figure in the ‘science of math’ movement.

A Disproportionate Focus on Reading?

Although best practices are crucial, some skeptics question whether a ‘science of math’ exists in the same vein as it does for reading, primarily due to the smaller body of research on the subject.

“Reading is an area replete with a greater volume of rigorous, causative studies that correlate instructional techniques with student performance,” noted education researcher Tom Loveless.

To some, this reflects societal priorities and perhaps even a self-fulfilling prophecy, as many educators themselves grapple with math anxiety.

“If I were illiterate, I’d never admit it. Yet, many educators openly admit to struggling with math,” said Daniel Ansari, a professor of cognitive neuroscience at Western University in Canada.

However, Ansari contends that the available research, although limited, could substantially benefit current pedagogical practices in math education.

“Despite the gaps, we have enough empirical evidence to inform effective classroom strategies,” Ansari concluded.

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This report is a part of a collaborative effort by eight media organizations—known as the Education Reporting Collaborative—to examine the challenges facing mathematics education and spotlight solutions. Participating members include AL.com, The Big Big News, The Christian Science Monitor, The Dallas Morning News, The Hechinger Report, Idaho Education News, The Post and Courier in South Carolina, and The Seattle Times.

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Financial support for the education reporting team at The Big Big News is provided by the Carnegie Corporation of New York. Editorial responsibility lies solely with The Associated Press.

Frequently Asked Questions (FAQs) about Science of Math

More about Science of Math

• Institute of Education Sciences: Effective Math Teaching Practices
• The Science of Reading: A Comprehensive Overview
• International Comparisons in Math Performance
• What is Evidence-Based Education?
• Math Anxiety in Teachers
• The “Math Wars” in Education
• Understanding Dyscalculia: Resources and Research
• The Carnegie Corporation of New York’s Education Initiatives