Math Instruction That Makes Sense: Frontier Centre for Public Policy – Policy Series No. 120, Sept. 2011 (2011)

The author of this position paper argues for a return to the basics for mathematics instruction in Canada’s public schools.

Provincial curriculum guides place a great deal of emphasis on problem solving and the conceptual understanding of mathematics, the author says. Students do not learn the standard sets of rules for math equations, and they fail to master basic math skills.

The report states that in order for students to receive a strong grounding in math, they need to spend more time practising math skills such as basic addition and subtraction along with the standard multiplication tables.

The document is published by the Frontier Centre for Public Policy, a non-profit organization that undertakes education and research.

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Added: 
2013-05-28
APA citation
Michael Zwaagstra. Math Instruction That Makes Sense: Frontier Centre for Public Policy – Policy Series No. 120, Sept. 2011 2011. Web. 27 Nov. 2021 <http://en.copian.ca/library/research/math_instruction/math_instruction.pdf>
Michael Zwaagstra (2011). Math Instruction That Makes Sense: Frontier Centre for Public Policy – Policy Series No. 120, Sept. 2011. Retrieved November 27, 2021, from http://en.copian.ca/library/research/math_instruction/math_instruction.pdf
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