​The state of math education in the US

It is not a secret that math education in the U.S. is in pretty bad shape. Compared to other countries, U.S. average math scores have been consistently lower in the studies conducted by the Organization for Economic Cooperation and Development (OECD) through its Program for International Student Assessment (PISA). In 2009, PISA study ranked the U.S. 25 out of 33 countries. Due to the fierce competition the U.S. is facing from emerging markets (such as China, India and Brazil), the poor state of math education is having a negative impact on industries where technology and science-based solutions are required. 


It is no secret that math education in the U.S. is suffering. Studies conducted by the Organization for Economic Cooperation and Development (OECD) through the Program for International Student Assessment (PISA) show that the average U.S. math score is consistently lower than that of other countries. As recently as 2009, the U.S. was ranked 25 out of 33 for math proficiency. In the face of fierce competition from the rising markets of China, India, and Brazil, math education is more important than ever if the U.S. is to be competitive in technology and science industries.

​What is being done?

A non-negligible part of the research literature about math instruction relates to developing and testing different strategies to teach specific content, for example finding the best method to teach functions or fractions. This approach has negative consequences. The large variety of potential strategies (and content) can easily overwhelm teachers and administrators alike. In addition, students have difficulties establishing connections between new and previous knowledge, which is a vital part of the learning process. A better approach to improve math education is needed. 

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​Historically, research literature in math instruction has focused on strategies for teaching content through tested methods. This approach is problematic because it presents a broad array of tactics that can easily overwhelm teachers and administrators. Additionally, these methods often fail to help students build on previous knowledge, which is a vital part of the learning process. Teachers and students need a new approach to math education.

 
​The Problem Solving Map approach

The Problem Solving Maps (PSM) follow a different approach. PSM depicts three major thinking processes—inductive thinking, deductive thinking, and analysis—which are a common set of important skills needed to solve math problems. The generic structure of the PSM ensures that they can be used across multiple math topics and grade levels. The purpose is that students learn both the content and the process to solve problems by using the same set of maps. In addition, the PSM provides a common graphical language for student to connect new and previous knowledge. 


This new approach is Problem Solving Maps(PSM). These maps build on three major skill concepts: inductive thinking, deductive thinking, and analysis. The Problem Solving Maps are designed to be applicable across multiple math topics and grade levels. By using Problem Solving Maps, students will learn both content and problem-solving processes. The maps also provide a common language for students to connect new concepts with previous knowledge.