The Polls are Closed and here are the results...

Thank you to all who voted in the MathNotations survey over the past month. It's only appropriate that the voting ended on February 29th. Guess we will have to wait 4 more years before we ask this same kind of question again!

Those of you who cast your vote saw the results at the time you voted, however, you might not have seen the final results. Also, our feed subscribers may not have seen the survey or the ongoing stats. At any rate, I want to make sure we all understand that, as mathmom pointed out early on, this or any other web survey does not constitute a scientific poll, i.e., we cannot draw firm or possibly any conclusions. Even though we collected 165 responses, here are some specific reasons why we have to be cautious:

(1) The wording of the question and the choices may have been ambiguous or unintentionally biased.
(2) I originally had (E) None of the above, but then decided to remove it. This choice might have picked up 10% or more. It may also have deterred several from actually voting as was suggested in the comments early on.
(3) There is certainly no basis for asserting the randomness of the sample we received. In fact, it is more likely those who voted tended to be those who have visited the site before and therefore might share sentiments similar to those of the author. This would surely skew the results.

In spite of all these reasons not to take the results too seriously, the distribution was decidedly 'normal!' About 3 out of every 4 votes were cast for the balanced choices (B) and (C), with (C) representing the greatest balance between traditional and reformed approaches, IMO. I lean toward (C) myself. Yes, I do recognize that the balanced choices were in the middle so it sets up a bell-shaped curve!

FINAL RESULTS

QUESTION:

Which best describes your preference for teaching multidigit multiplication?

TOTAL VOTES CAST = 165

15% (A) Teach only the traditional algorithm and expect mastery

36% (B) Teach the 'partial products' method to develop understanding of place value and the traditional algorithm; teach the traditional algorithm as a more efficient method and require it; expect mastery

38% (C) Teach the 'partial products' method to develop understanding of the traditional algorithm; teach the traditional algorithm as a more efficient method; give students a choice of methods; expect mastery of at least one method

9% (D) Model other methods (e.g., 'lattice method') and encourage students to invent their own method; do not require any particular method or mastery

Obviously there's a 2% error here (these numbers were copied from the screen)! I'll let our readers try to figure out the software/math issue that led to this!

Your thoughts....

Why a Poll? Why Now? A Significant Sample...

One of the primary reasons I started this poll was to provide K-12 educators an opportunity to express their opinion about a central issue in mathematics education: the teaching of algorithms, multiplication in particular, as well as the issue of the expectation of mastery.

Why now? The work of the National Mathematics Advisory Panel is essentially complete and their recommendations will soon be published. MathNotation's readers for the past year know that I sent numerous emails, repeatedly urging the directors of the panel to include several practicing K-12 classroom teachers on this panel, if only in an ex officio capacity. All such requests were respectfully denied. I published both my emails and the replies of the panel in full on this blog. Classroom teachers were not able to provide direct input to the Panel because they were not represented, their voices were not heard, other than the lone voice of a single 8th grade teacher who was invited to be on the panel. If interested, go to the Labels section in the sidebar and read the (5) posts tagged with National Math Panel.

Surely, the Panel, with the cooperation of NCTM, could have developed a survey of our nation's math teachers. A survey which would have allowed tens of thousands of educators to express their knowledgeable opinions of what they believe is best for the mathematics education of their students. But this did not happen...

This was an important part of why I created this apparently insignificant little poll, consisting of just one question among the many which need to be asked and answered. Just a drop in the bucket, but I believe it is a central question for our children. It addresses perhaps the heart of the Reform vs. Traditional debate in our country.

This poll is intended for all visitors, whether they be parents, students, scientists, research mathematicians, administrators, curriculum specialists, classroom educators or anyone else who cares about the future of our children. However, I particularly urge the classroom teacher of mathematics not only to use this forum to express their feelings but also to encourage their colleagues to vote. A statistically significant sample here can be used by anyone who may need data to inform curricular decisions. Perhaps others will heed the message too.

The poll ends on February 29th. Keep it alive - spread the word! We're receiving a steady trickle of votes but we need many more. I won't yet comment on the majority opinion, however, you can see the results yourself when you submit your vote.

Reminder: Be part of the NEW MathNotations Poll on Multiplication!

I'm posting this again (and I will probably be posting frequent updates over the next 30 days) to make sure everyone knows there is now a poll in the sidebar! The original post explaining this is here. Please choose the option that most closely matches your feelings about which multiplication algorithm(s) should be taught in Grades 3-5 as well as the issue of mastery.

I believe you're only allowed to vote once. After you submit the vote, the current tally is updated and the results appear in the sidebar in place of the survey options (only snippets may appear). Pls let me know if you're having difficulty reading the 4 options before voting.

This poll is an opportunity for your voice to be heard regarding a critical issue in mathematics education. I hope you will participate.