Perhaps the BEST B1G Forum anywhere, here at College Football Fan Site, CFB51!!!

Even if we combined them again, what would really change?  What would be the benefit?  Why should education and health be in the same bucket?

Even if we combined them again, what would really change?  What would be the benefit?  Why should education and health be in the same bucket?

How would you multiply 11 x 14 in your head?

If you have a higher concept of math, you'd probably multiply 14 x 10, and then add 14.  This is pretty much how "new" math works.

How about adding 7+29+3?  If you have a higher concept of math, you'd probably do something like this: 7+3=10+29=39.

Essentially, new math is working the "problem solving" area of the brain, rather than just using rote memorization.

It is different, and confusing to us older folks that learned to carry the one by making marks on stone tablets.  Different doesn't mean worse.

BTW, MOST schools actually combine both methods, because ... wait for it ... common core testing shows schools that incorporate both methods outperform those that don't.  That's a fact.

Note that common core does not mandate HOW something is to be taught.  You can teach traditional math, new math, a combination of both, they don't care. Common core just measures how WELL you've learned it.

Badge, this is precisely the point of the current teaching. One technique is not the best technique for everyone, so they teach multiple techniques, and as the student progresses, they are able to rely on the ones that work best for them.

 Much of what is taught, as BBTS noted, is about problem solving, rather than rote memorization. My kids haven't generally appreciated having to do the problem solving part for their math homework/tests, but literally yesterday my son subconsciously did a pretty decent piece of multiplication in his head using that problem solving technique. It was actually pretty cool to witness.

I participated in math competitions in high school.  For my senior year, I even served as the president of the math club (and president of the computer science club, yes I was just that cool).

Anyway, there were two different competitions, one was called "Calculator" and the other was "Number Sense."  Both types of tests were timed and then graded for accuracy.

Calculator was about what you'd expect, very complex calculations often based in Physics-type problems, involving real numbers carried out many decimal places.  You were allowed a standard calculator, none with graphing or equation-solving capability.  Person who finished the most problems correctly got the high score and the prize.

Number Sense, on the other hand, allowed no calculators.  It was a 10-minute 80-question test, and all calculations had to be performed in your head, no scratch-work, no markovers, no erasers.  So you had to develop tricks and shortcuts.  A lot of the techniques that are taught as "alternatives"-- like the ones being discussed above-- were the tricks to excelling at Number Sense competition. For me it was all pretty natural, but for other kids it wasn't. 

Anyway, I see the benefit to teaching both ways, because some kids "get" the tricks and some just don't.