Washington has an urgent math problem. Nearly one in three students cannot demonstrate basic grade-level skills, and among low-income students it’s almost one in two. In a state that prides itself on leading the nation in technology jobs, that’s not just an education issue — it’s an economic emergency.
This problem isn’t unique to Washington. Across the Western world, classrooms have embraced teaching philosophies that emphasize “conceptual understanding” over getting the right answer. Ask educators and many will insist they never do this, but in practice, students are often rewarded for being able to explain in words how they got their answer, even when it isn’t correct.
Part of the reason is that teachers are rarely taught how the brain learns. Neuroscience shows we rely on two main systems: the declarative system, which lets us explain or describe something, and the basal ganglia system, which builds automatic skill through practice and pattern recognition. A student can sound confident explaining a process while still lacking the practice and memorization that allows them to consistently provide the correct answer.