Reacting to this characterization of the traditional model, math reformers promote a teaching approach in which understanding and process dominate over content. In lower grades, mental math and number sense are emphasized before students are fluent with procedures and number facts.
Procedural fluency is seldom achieved. In lieu of the standard methods for adding/subtracting, multiplying and dividing, in some programs students are taught strategies and alternative methods.
Whole class and teacher-led explicit instruction (and even teacher-led discovery) has given way to what the education establishment believes is superior: students working in groups in a collaborative learning environment.
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