The idea that dividing math into three equal parts with procedure and fact fluency only being one-third, absolutely dictates how a teacher will teach math. MAny highly successful programs do not teach math this way and this pedagogy behind the standards is reflected in what teachers teach. The confidence you show towards the Common Core surprises me as these standards are experimental and have never been piloted in a classroom- EVER. IT really is an experiment and our children are the guinea pigs. The only history to look at would be that of the crown jewel incorporated into the standards the “need to why (concept) before how (procedure).” It was taught in schools during the 60s and 70s and is known as the “new” math. It was a huge disaster and was cancelled after student achievement sank. It is one of the problems many older Americans have trouble with math, as you note. Ask someone educated before the new math came into education, they have outstanding math skills. Actually, look at an eight grade final exam from the early 1900’s, it looks like a high school exam. It also looks like traditional math ed worked pretty well.

To explain why parents are confused when helping their kids with Common Core math it is because the directions and methods are vague and confusing. I’ll let this picture speak for itself.