Reasons That Support the Emphasis on Teaching Procedures

Marilyn Burns (1992) asks the question:

"Why is the practice of teaching the procedures of mathematics detached from meaning and applications of these procedures so pervasive in schools? There are a host of reasons that support the emphasis on teaching procedures. These reasons have to be understood before any widespread change in this practice will occur.

1. Learning 'what to do' is usually easier than learning 'what to do and why.' Actually, learning 'what to do' is sometimes much easier. If the goal of the mathematics instruction is to prepare students to product a page of correct answers, teaching the appropriate procedures will meet this goal more quickly and easily.

2. The textbooks emphasize the learning of procedures.

3. The pressure of tests looms. Standardized tests are another reality. Teachers are accountable for students' performance, and, in some communities, test scores are published in the local newspapers. For the most part, these tests evaluate students' proficiency with mathematical procedures. The procedures themselves are more quickly and efficiently learned by focusing specifically on how to do them. The fact that students continue to do poorly on test items that require more than rote learning does not seem to be compelling enough reasons to change the current emphasis on procedural mathematics.

4. It is difficult to assess if students understand the 'why' of arithmetic. It is not possible to tell what a student is thinking merely from the paper-and pencil work they submit. Judging their computational work alone will not reveal important information about what students understand.

5. All teachers to do not understand the difference between teaching procedures and teaching reasoning in arithmetic, and, in addition, do not feel comfortable with matheamtics.

Other reasons could be cited as well. Parental pressure often affects what teachers teach. Changing a habit is in itself difficult, especially without consistent support. Also, students make demands. Many teachers have had the experience of explaining the meaning behind a procedure, only to have the students listen, wait patiently, and finally say, 'If you'll just show me how to do it, I'll do it.' " (p.150-151)

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