“The OECD’s Schleicher disagrees that new “inquiry-based” math curricula adopted by many Canadian provinces over the past decade are to blame for the country’s sliding math scores. Such programs are part of a broader global education movement focused on getting students to understand the concepts behind math rather than simply memorizing specific formulas, he says.”

Schleicher, is another influential global player always advocating for the fuzzy math, while conveniently ignoring Asian countries, where basic and advance arithmetic are taught first, and at the grade 5, introduced mathematical concepts such as probability theory that best fit and match the arithmetic skills that are being learned.

His resume - http://www.oecd.org/edu/skills-beyond-school/andreasschleicher-deputydirectorforeducationandspecialadvisoroneducationpolicytotheoecdssecretary-general.htm

This web page pretty well tells the reader, where Schleicher stands - no need to teach cognitive skills and knowledge content when those skills can be farmed out as digitized content on the web. For him it is all about lifetime learning…........http://www.thefivethings.org/andreas-schleicher/

A 2012 article - an interview with Schleicher talking about the American education system….... http://www.huffingtonpost.com/c-m-rubin/the-global-search-for-edu_56_b_2342512.html

Just wondering if Schleicher is pondering on the latest results showing declines in math achievement in all European countries that are using the fuzzy math curriculum without a firm foundation and mastery of basic and advance arithmetic skills. So much for real world problem solving using fuzzy math curriculum, where content and skills don’t matter?

My strong basic and advanced arithmetic skills has carried me throughout my life. It aids in understanding the numbers on the news, and yes, even the interest being charged on my credit card or mortgage. My deep general knowledge banks has held me to good stead, in understanding new ideas, innovations and yes even the ramblings of politicians who have the ability to never answer the question, along with the educationalists, who are always able to defend their education theories without being held to account to the students’ outcomes. As for lifetime learning, if at this stage of my life, I wish to acquired a mathematics degree, that too is in the cards, without the need to spent 2 years upgrading my basic and advanced math skills. However, my basic and advanced arithmetic will allow me to build a bridge, in order to cross the ditch, and I will leave the building of bridges to the engineers, but will expect high standards that the bridge will remain standing according to the science of physics and the math.

In the education of students across Canada, I expect the same type of high standards where all students are given the knowledge and skills sets that prepares the students to enter the adult world.  Unfortunately, it is not in the cards for Canadian students. The masters of the Canadian public education establishment are insisting on discovery learning without providing the basic skills and knowledge. The latter, is left up to the students to learned on their own, and if it is not learn, well there is always next year, or if need be, it can always be learned at the age of 55 in the ideologies of lifetime learning.

As for my bridge built to cross the ditch, one only needs arithmetic skills with basic physics knowledge. No need to hire an engineer…........how about making students self-sufficient that prepares them to problem-solved on their feet?  After all, I know I will never be asked to build a bridge to cross a river nor sort out the nuclear melt-down that both requires persons with high specialized skills and sets of knowledge. What I do expect that all citizens have a good solid foundation in the 3 Rs and general banks of knowledge - the skills no matter what century is one in, to problem solved on their feet.

It seems they add length of period and periods per week but not days per year.

As Globe letter writer Ian Wiggle points out there is no crisis. All CITIES that have passed Canada since 2003 are new additions except Switzerland. We have fallen from the 82 percentile to the 80th. Insignificant.

For Ontario, what about the declining math scores, even after McGuinty had the curricula and EQAO tests dumbed down?  There is something to worry about.

Doug is right that a one-time small drop is probably nothing to be worried about. It’s the trends that get you. And in this case the trend IS worrisome. In 2000, our average score on the PISA math was 524, in 2003 it was 530, in 2006 it was 526, in 2009 it was 526, and in 2012 it was 514. Houston, we have a problem.