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Math teaching debates are heating up.

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Title: Math teaching debates are heating up.
Authors: Schwartz, Sarah (AUTHOR)
Source: Education Week. Apr2026, Vol. 45 Issue 9, p25-28. 4p. 6 Color Photographs.
Subject Terms: *Explicit instruction, *Inquiry-based learning, *Evidence-based education, *Mathematics education, *Learner autonomy, Professional associations
Abstract: The article focuses on the ongoing debate in math education surrounding the "Science of Math" movement, which advocates for explicit instruction—step-by-step teaching of mathematical concepts—especially to support struggling students. The National Council of Supervisors of Mathematics (NCSM) issued a position paper criticizing this movement for promoting an "impoverished" approach that limits student autonomy and overemphasizes explicit instruction at the expense of inquiry-based learning, which encourages exploration and problem-solving. Both sides acknowledge the need for a balance between explicit instruction and guided inquiry, but disagreements persist over how to sequence and prioritize these methods and how to interpret the research supporting them. The debate is intensified by flatlining national math scores and increased mandates for evidence-based teaching, highlighting challenges in aligning research, policy, and classroom practice. [Extracted from the article]
Copyright of Education Week is the property of Editorial Projects in Education Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Math teaching debates are heating up.
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  Data: <searchLink fieldCode="JN" term="%22Education+Week%22">Education Week</searchLink>. Apr2026, Vol. 45 Issue 9, p25-28. 4p. 6 Color Photographs.
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  Data: *<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Evidence-based+education%22">Evidence-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+associations%22">Professional associations</searchLink>
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  Data: The article focuses on the ongoing debate in math education surrounding the "Science of Math" movement, which advocates for explicit instruction—step-by-step teaching of mathematical concepts—especially to support struggling students. The National Council of Supervisors of Mathematics (NCSM) issued a position paper criticizing this movement for promoting an "impoverished" approach that limits student autonomy and overemphasizes explicit instruction at the expense of inquiry-based learning, which encourages exploration and problem-solving. Both sides acknowledge the need for a balance between explicit instruction and guided inquiry, but disagreements persist over how to sequence and prioritize these methods and how to interpret the research supporting them. The debate is intensified by flatlining national math scores and increased mandates for evidence-based teaching, highlighting challenges in aligning research, policy, and classroom practice. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education Week is the property of Editorial Projects in Education Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192788384
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        Text: English
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      – SubjectFull: Explicit instruction
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      – SubjectFull: Evidence-based education
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      – SubjectFull: Mathematics education
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      – SubjectFull: Learner autonomy
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              Text: Apr2026
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