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In an effort to improve the average level of mathematical competence among American students, a new experiment has been under way for several years in our schools. Called "Whole Group" instruction or "Whole Math" by some, this movement is based on the laudable idea that all students should function at or above a minimum acceptable level of mathematical competence. What this means in practice, however, is that all students, regardless of innate ability or interest, are made to move at the same pace through the math curricula. Bright students must wait for low achieving students to catch on or catch up, before being allowed to move into other more advanced topics. In this system, the needs of students at or near the bottom are deemed to be more important than those of the top students in class, and advanced pupils with the most talent are held hostage by the least able and slowest moving ones. Whereas the blatant unfairness and obvious unworkability of this sys...

In an effort to improve the average level of mathematical competence among American students, a new experiment has been under way for several years in our schools. Called "Whole Group" instruction or "Whole Math" by some, this movement is based on the laudable idea that all students should function at or above a minimum acceptable level of mathematical competence. What this means in practice, however, is that all students, regardless of innate ability or interest, are made to move at the same pace through the math curricula. Bright students must wait for low achieving students to catch on or catch up, before being allowed to move into other more advanced topics. In this system, the needs of students at or near the bottom are deemed to be more important than those of the top students in class, and advanced pupils with the most talent are held hostage by the least able and slowest moving ones. Whereas the blatant unfairness and obvious unworkability of this sys...

In an effort to improve the average level of mathematical competence among American students, a new experiment has been under way for several years in our schools. Called "Whole Group" instruction or "Whole Math" by some, this movement is based on the laudable idea that all students should function at or above a minimum acceptable level of mathematical competence. What this means in practice, however, is that all students, regardless of innate ability or interest, are made to move at the same pace through the math curricula. Bright students must wait for low achieving students to catch on or catch up, before being allowed to move into other more advanced topics. In this system, the needs of students at or near the bottom are deemed to be more important than those of the top students in class, and advanced pupils with the most talent are held hostage by the least able and slowest moving ones. Whereas the blatant unfairness and obvious unworkability of this sys...