This is contrary to more traditional teaching/learning

philosophies which rely upon material being presented to students

and then providing the students an opportunity to practice the

information in class and at home.

If a teacher were to comply with the Chicago series at the

middle and high school level, children would be given an assignment

in their textbook to read at home, they would attempt to do the

problems at the end of the lesson, then return to school the next day

and ask questions about problems that they did not understand.

These teachers' students would in many cases become the

students who are struggling in math in Fayette County. Many of

these students' parents would be the parents who are unsatisfied

with this program.

In essence, if the teacher adhered to the program, the

result may well be failure for the students. Conversely, if a teacher

refused to comply with the mandates of the Chicago program,

and taught the children using a more traditional method, he or she

may be accused of undermining the adopted math program.

Here is another example. Until recently, after parents began

to come forward with their concerns publicly, teachers were

encouraged and perhaps even compelled to rigidly follow the

Chicago method for mathematics instruction in Fayette County.

Only recently has supplementation to the series become

the buzz word for bandaging a controversial program at the

urging of parents who are concerned about what their children may

be missing in the Chicago program.

Because the Chicago series claims that basic skills are

embedded in the program and do not need to be overtly practiced,

it would be up to the teachers to provide supplementation for

math facts and computational skills if they saw fit.

Yet I am told that teachers who spent considerable time on

computation and math facts as a supplement to the Chicago

series were also chastised for undermining the adopted program.

Furthermore, it is well known that teachers are limited in

the numbers of copies that they may make, and if they are really

serious about supplementing for computation and math facts, it

might well have to be done at their own expense.

Teachers are in many cases given photocopy quotas, and

have to divide those quotas up among each of the subjects taught.

Most teachers already spend a great deal out of pocket for

materials that add to their classroom supplies and enhance the

educational process for students, and shouldn't be expected to pay

for photocopies too.

Basic skills should not have to be covered in a supplemental

format anyway. They should be right at the heart of elementary

instruction as the starting point to all mathematical learning.

This brings us to the present. As surveys are being written to

allow parents an opportunity to express their views about the Chicago

series, and convey their own child's experiences, whether or

not supplementation was done, and to what extent basic skills have

been addressed, will be known.

If a teacher has strictly adhered to the Chicago program, and

minimized supplementation because of instructional

recommendations and cost, then he or she may now be viewed as part of the

reason that parents are unhappy with mathematics in this county.

This is grossly unfair considering the teachers were

complying with the adopted program for math.

As Concerned Parents, we would like to emphasize that

the program, which only grazes over math facts and computational

proficiency, is the problem.

The teachers are not to blame. They are teaching using the

materials that have been provided.

We will not accept that this is an instructional problem. The

biggest teacher problem we have as that these teachers are caught

right in the middle of a huge dilemma.

In addition, teachers will soon be given the opportunity to

grade the Chicago series in their own survey. As Concerned Parents,

we very much want to know what teachers think of this program.

Yet I have been told on numerous occasions that teachers

have been strongly discouraged from speaking out if they are

opposed to this program and will only do so if it can be done anonymously.

The Math Task Force is not fully supporting anonymity

contrary to all arguments I could muster.

What kind of hand are these teachers being dealt? Those

teachers who are also concerned about the deficiencies in the

Chicago math program know that speaking out would dramatically

increase the likelihood that parent concerns would be addressed

and children would get a program that would better meet their needs.

Obviously, there is reason to be concerned that speaking out

may not place them in the best of positions among their fellow

teachers and administrators who are ardent supporters of the

Chicago program.

So what are teachers to do? I would not want to be in

their shoes facing these choices either.

So is this whole math business a teacher problem? You bet it

is, if you are a teacher who disagrees with the Chicago method.

If you would like to join the Concerned Parents for a

Better Fayette Education group, or message us your views, please

e-mail to: [email protected] or write to the address below.

The Concerned Parents will be presenting their case before

the Board of Education on Monday, Sept. 21. We are depending on

our elected Board to help us to solve this mathematics problem. At

this point, they are the only ones who can.

Amy Riley

146 Ardenlee

Peachtree City, GA 30269

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