Mathematics already has a huge image problem. Students rarely cry about other subjects, nor do they believe
that other subjects are all about memorization or speed. The use of teaching and parenting practices
that emphasize the memorization of math facts is a large part of the reason that students disconnect from
math. Many people will argue that math is different from other subjects and it just has to be that way – that
math is all about getting correct answers, not interpretation or meaning. This is another misconception.
The core of mathematics is reasoning - thinking through why methods make sense and talking about
reasons for the use of different methods (Boaler, 2013). Math facts are a small part of mathematics and
probably the least interesting part at that. Conrad Wolfram, of Wolfram-Alpha, one of the world’s leading
mathematics companies, speaks publically about the breadth of mathematics and the need to stop seeing
mathematics as calculating. Neither Wolfram nor I are arguing that schools should not teach calculating,
but the balance needs to change, and students need to learn calculating through number sense, as well as
spend more time on the under-developed but critical parts of mathematics such as problem solving and
reasoning.