Barry Garelick worked in the field of environmental protection; after retiring in 2011 he obtained a teaching credential in secondary mathematics. He now teaches math at a middle school in California. He has written articles on math education for The Atlantic</em<, AMS Notices, Education Next, Education News, and Heartlander. He majored in mathematics at the University of Michigan.
Ultimately, extended exercises in ‘math understanding’ simply become new procedures, which small children attempt to memorize because that is what many small children do.
Attempts to reduce achievement gaps in math often do so by eliminating achievement altogether. This doesn’t help anyone (except consultants).
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