Evaluating New York Math Briefs

This chapter critically examines the New York Math Briefs, focusing on their impact on math education and the discrepancies between their content and established research. It discusses the educators' concerns regarding the briefs' use of the term 'science' and the lack of rigorous citations within them. The chapter emphasizes the importance of valid research methods and the dangers of presenting unsubstantiated claims as scientific findings in educational contexts.

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In this episode, Anna Stokke speaks with Dr. Ben Solomon, professor and researcher at the University at Albany with expertise in math assessment and intervention. Ben returns to the podcast to discuss “balanced math” and the recently released New York math briefs, which are part of the state’s numeracy initiative, and are set to shape professional development across New York.

He explains why he and his colleagues launched a petition calling for the retraction of the briefs, pointing to omissions, misleading claims, and misuse of the term “evidence based.” They also unpack common math myths, such as the claim that timed tests cause math anxiety, and highlight the importance of explicit instruction while drawing parallels to balanced literacy and the reading wars.

This timely conversation is essential for educators, policymakers, and anyone committed to improving math education.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Petition to Retract the New York Math Briefs: https://shorturl.at/bN7PF

Masterclass: Evidence-informed Mathematics Teaching, La Trobe University https://shortcourses.latrobe.edu.au/masterclass-evidence-informed-mathematics-teaching

TIMESTAMPS

[00:00:23] Introduction

[00:04:22] Understanding the New York Math Briefs

[00:09:46] The science of learning and its frameworks

[00:16:18] Myth 1: Time Testing causes Math Anxiety

[00:22:00] Myth 2: Explicit Instruction is Only for Students with Disabilities

[00:27:10] What is Explicit Instruction?

[00:29:45] The Importance of Explicit Instruction