Ed Source – Lizzy Hull Barnes 
Nearly two decades ago, international math and science tests revealed mathematics instruction in the United States as an inch deep and a mile wide. Since then, we have grappled with how to get depth over breadth in classrooms. This is confirmed every time I work with teachers or parents, most of whom remember the procedural, answer-based mathematics that they were taught, and the results of that approach. I often hear phrases like: I was really good at math, and then I just didn’t get it anymore; I was never good at math; I was dumb. (more)