¶ … Teach Geometry Dear Parent,

This letter is in response to your question: Why are students in elementary school learning geometry when they do not yet know the basic facts and should be spending their time working on them instead?

There are two parts to the answer. The first is concerned with the learning of math facts. It is an ongoing process for students in the elementary grades. It begins with the development of number sense, which is a child's facility and flexibility in using and manipulating numbers (Chard, Baker, Clarke, Jungjohann, Davis, and Smolkowski, 2008, p. 12). Some students develop number sense in preschool or informally in familial settings before kindergarten; other children do not begin to develop number sense until their formal schooling begins, whether because of opportunity or because of developmental readiness. Developing number sense takes time. It does not happen quickly and it does not happen because a child was drilled with flash cards. Number facts are part of every child's mathematical learning, but there is so much more.

The second part of the answer is concerned with topics of study in the elementary mathematics...

Research suggests that simultaneously integrating number sense activities with early measurement concepts and simple plain geometry helps reduce subsequent difficulties in mathematics as opposed to teaching these skills separately and sequentially (Chard, et al., 2008, p. 13). In other words, math is not taught in a vacuum. Beginning with the youngest students, math is taught as an amalgamation of skills, strategies and thinking processes. Students need to know their facts but they can be developing greater levels of mathematical thinking as they do so.
American students' performance in mathematics is generally low compared to that of students around the world. There is an achievement gap for students from low-income and minority backgrounds as well as for students with disabilities (Chard, et al., 2008, p. 11). The crisis in math achievement has fostered considerable research of best practices. The National Council of Teachers of Mathematics (NCTM) states that "Communication is an essential part of mathematics and mathematics education" (2000, p. 60, cited in Cooke and Buchholz, 2005, p. 365). Communication during math time gives students and teachers an…