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An opinion essay published by The 74 argues that math education should face a debate similar to the one prompted by the science-of-reading movement: whether students are being taught foundational skills explicitly and given enough practice. The essay cites low 2019 eighth-grade NAEP results and criticizes approaches that downplay procedures and memorization, while acknowledging a role for inquiry and conceptual understanding.
The 74 has published an opinion essay arguing that U.S. schools should scrutinize how they teach foundational math, in a debate the author compares with the push for evidence-based reading instruction. The essay’s case is that students need direct instruction and sustained practice in basic procedures and facts alongside opportunities to explore mathematical ideas; it points to weak national results as a reason to examine current teaching, not as proof of one cause.
The essay draws its central comparison with the science-of-reading movement, which has led states and cities to adopt policies supporting particular literacy practices. The author says that conversation has shifted from whether schools should use evidence-based approaches to whether policy changes are reflected in classroom practice. He argues that a similar discussion is needed in math, where disputes persist over explicit instruction, memorization and practice.
As an example of the approach he questions, the author cites Stanford education professor Jo Boaler, who has criticized presenting mathematics as procedures to memorize and apply, and has argued that times-table repetition, practice and timed testing are unnecessary and damaging. Those are Boaler’s views as characterized and quoted in the essay; they are not findings established by the article itself. The writer also refers to arguments associated with discovery, constructivist and inquiry-based teaching, which emphasize students working toward mathematical understanding rather than being taught steps upfront.
The essay does not call for eliminating inquiry. It says exploration may help students develop deeper understanding, especially at more advanced levels, but argues that students also need clear instruction and practice to build fluency. The author points to the 2019 National Assessment of Educational Progress, saying 50% of eighth graders taking the assessment were below the proficient level in math. That figure describes performance on that assessment in 2019; it does not, by itself, establish why students scored as they did.
Why Foundational Math Skills Matter
The issue affects what students encounter in classrooms and how schools decide to allocate instructional time. If students have not developed fluency with basic calculations and procedures, the essay argues, they may have less capacity to focus on more complex mathematical reasoning. That is the author’s educational argument, rather than a conclusion demonstrated by the NAEP statistic alone.
The comparison with reading policy gives the argument a practical policy dimension. Literacy reforms have included state- and city-level efforts to change instruction, and the essay asks whether math could see comparable scrutiny. The debate matters to teachers, families and policymakers because different approaches can shape lesson design, practice expectations and how student understanding is assessed. The essay does not offer an evaluation of particular programs or establish which instructional mix produces the strongest results.
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The Reading Reform Comparison
The essay says public attention to reading instruction increased after Emily Hanford’s Sold a Story podcast series examined how children are taught to read. It characterizes subsequent state and local efforts as grounded in the science of reading, while emphasizing that adoption of a policy does not necessarily show that classroom practice has changed.
The author places disputes over math instruction within a longer educational debate about explicit teaching versus learning through discovery. He says some educators favor inquiry and conceptual exploration, while he sees a risk that minimal guidance can leave students without the basic skills needed to advance. The essay also acknowledges that productive struggle can have a place in learning. Its argument is about balance and foundations, not a claim that every lesson should consist only of memorized steps.
The piece appeared on The 74, and its source notes that a version also ran on Matthew Yglesias’ Slow Boring, a site focused on politics and public policy. It is an opinion essay, not a new government report, assessment release or formal review of math curricula.
““times table repetition, practice, and timed testing is unnecessary and damaging.””
— Jo Boaler, as quoted in the essay
What the Essay Does Not Establish
The source is an opinion essay, and the material provided does not include a full study comparing math teaching methods or evidence that a specific instructional approach caused the 2019 NAEP results. The statistic that half of eighth graders were below proficient does not identify the reasons for those scores or show whether performance has changed since 2019.
The essay also does not lay out a detailed policy proposal, define how much practice is appropriate, or specify how schools should balance explicit teaching with inquiry. It criticizes some arguments against memorization and procedural instruction, but the supplied text does not provide responses from Boaler or other advocates of inquiry-based math. The effects of any proposed changes on different students, grades or classroom settings remain unaddressed.
The Debate Moves to Classroom Practice
The essay’s argument points toward further debate over what evidence should guide math instruction and how schools can translate policy into daily lessons. Readers can expect the central questions to include which foundational skills students should master, how practice should be structured, and where inquiry-based work best fits. The source material does not announce a new policy, official review or next assessment tied to the essay.
For now, the immediate development is the publication of the author’s argument. Any broader shift in school practice would depend on decisions by education agencies, districts and teachers, along with evidence about how different instructional approaches affect learning. The 2019 NAEP figure cited in the essay provides a reason for concern about results, but it cannot by itself settle that debate.
Key Questions
What is the essay calling for?
It calls for closer scrutiny of math instruction and argues that explicit teaching and practice should receive more attention, alongside conceptual exploration and inquiry.
Is this a new math education policy?
No. The source is an opinion essay published by The 74, not an announcement of a government or school-district policy.
What NAEP result does the essay cite?
The essay says 50% of eighth graders who took the 2019 National Assessment of Educational Progress were below proficient in math. The figure refers to that assessment and year; it does not identify a cause.
Does the author reject inquiry-based math?
No. The essay says inquiry can support deeper understanding, particularly for advanced students, while arguing that it should not replace instruction in foundational skills and procedures.
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