We are Missing Teachable Moments: This Math Example is but One

So, there is a truly outstanding article about solving a math problem where a teacher marked an answer wrong.  First, take the time to read it and study the work sheet. The image is above.   https://medium.com/i-math/why-5-x-3-5-5-5-was-marked-wrong-b34607a5b74c#.2nd8t8i6k.  It was eloquently written by Brett Berry.  I have not met him...but he can teach me math any time.  So you know, the Internet is all aglow over this seemingly simple math problem and the teacher's correction (and point deduction).  It has reinforced cries about the inadequacy of the Common Core.

https://www.today.com/parents/third-graders-math-assignment-reignites-debate-over-common-core-standards-t52971

When done with reading these pieces and perusing the student's corrected worksheet, here is my response -- perhaps a tad tart but ....

Now, let’s get real and Berry's piece is an excellent deconstruction of the problem and the answer and the distinctions. Here are my four points.

Point 1: Red ink for corrections is bad unless the mistake is so dramatic one needs fire engines. Try purple or green instead. Answer may be wrong but it is an understable wrong and a teachable moment; Point 2: How many parents would get it right without some help (other than computer/match types)?—?especially if one does see the correction? Parents/guardians may think the child got it all wrong?—?no, the child has the right idea and the numbers work. What is missing is appreciating that 5 x 3 and 3 x 5 are equal not equivalent, right? Or, better stated, 5 + 5 +5 and 3+ 3+ 3+ 3+ 3 both equal 15 but how you got there is different. Sometimes the process is as important as the right answer; Point 3: How we communicate with students and create teachable moments goes way beyond correcting the math in red. And, whole worksheet misses opportnities. Yipes. Seriously. How about having kids create a real life analogy where the route to getting to a place/goal/outcome matters? Consider ywo food recipes where you stir in the ingredients in a different order? How about 10 ways to symbolize 15?—?all different but still 15 items? How about seeing which is easier to stack vertically?—?three five inch bars or five three inch bars. I could go on. You get the idea. Oh by the by, the correct answer would explain the answer and eliminate the alternatives fully. Worksheet could have built in this learing if it had space that asked if 5 + 5 +5 and 3+ 3+ 3+ 3+ 3 are the same thing?—?equal AND equivalent; and Point 4: Can we rethink grading as we do it -- taking away points (in red)?  I am not suggesting that grades be eliminated but must every little worksheet be a measurement?  Can we look at progress?  Can we add positive words like: Getting There; Keep at it?  Are we so stuck on assessment that we fail to respect how learning occurs and when light bulbs go on?  Don't get me started on how we could assess progress and improvement.  Ask me about drawing and Enid Braun sometime -- and Sandra Jordan.  Exemplary teachers.  Bottom line:

We have miles to go to educate our kids meaningfully, robustly, wisely and with grace.

Plenty to ponder folks....teachers, parents, guardians, kids, schools of ED, policy makers, publishers.