(p 4)The author makes the claim that parents in the district expressed satisfaction with the reading skills of their children, but complained strongly about their children’s math skills. He claims that this demonstrates a deficiency in mathematics education at the elementary level. This claim raises several questions in my mind

First, it is unclear what the author means by ‘math skills.’ Does he mean the ability to solve basic arithmetic problems? Perhaps these parents want their children to learn how to read and count, but have never taught them how to multiply or divide. Perhaps they mean that their children are good at coming up with answers, but are unable to support these answers with concrete evidence. Then, the author might have meant that the children are not strong in math, lacking the ability to calculate large numbers or solve complex equations. It is difficult to discern exactly what the author means by this, so his argument suffers by trying to be too general

Second, the author’s use of the word ‘everyone’ is flawed. While it is true that in every teacher-training program, all should be required to take ‘a more math-intensive’ course, the term ‘everyone’ implies a critical mass. Some teachers might be better equipped to handle a math-intensive course than others, and the author’s logic is flawed if he expects every teacher in the district to take the course. However, if, for example, the mathematics department believes that some teachers need more math education, then perhaps they can require them to take a course specifically designed to teach them how to be better math teachers

Third, the author fails to recognize the fact that not all parents want or need their children to excel at math. If parents want their children to be interested in math, then they have to learn the language, and this takes time and commitment. If readers of the article agree with the author, then they should encourage their children to ‘follow their passion’ rather than force-feed them a love of mathematics. Too many parents try to teach their children mathematics without realizing that their children already dislike the subject. The author might try asking parents why they have chosen not to teach their children math and offer them a math tutoring program. Parents might be hesitant to admit their unwillingness to teach their children math because it is part of American culture to value success in math, but they might agree that their children are more interested in other subjects

Fourth, the author assumes that all parents want their children to excel at math. This is a generalization that might be true for some parents, but the author offers no evidence. Some parents might want their children to become engineers, architects, or scientists, and they might not want their children to excel at math. The author might have interviewed some of these parents, or he might simply have assumed their desires without giving them a chance to voice them. Furthermore, the author fails to mention the possible negative effects of forcing children to learn mathematics when they are not interested in the subject. Forcing a child to learn a subject that they have no interest in can lead to problems later in life, such as drug abuse or depression. Fifth, the article does not state how the author will remedy the deficiencies in elementary mathematics education. He claims that a more math-intensive course will solve the deficiencies, but he does not explain how he is going to implement a plan like this. If the author wants to require that all teachers in the district take a course, then he must provide a plan and a timetable

If the author wants to require all parents in the district to teach their children how to read and count, then he has to convince them that their children will benefit. Stating this in a newspaper article will not convince them, especially if the author has not tried to convince them before. Furthermore, the author does not cite any studies or statistics that demonstrate the benefits of teaching basic arithmetic skills to children. Therefore, the author cannot expect parents to change their previous behaviors

The author makes a convincing argument when he suggests that Waymarsh should require teachers, parents, and administrators to take a more math-intensive course. However, his argument is flawed because he frames his argument too broadly and does not do enough research before presenting it. If Waymarsh wants to require more mathematics education, then they must formulate a plan to accomplish that goal.