Please read materials available here and consider helping the Seattle Math Group in their stand against inquiry-based math programs.
Educational Psychologist, 2006
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
MUST (MUST) READ:
How Much and What Type of Guidance is Optimal for Learning from Instruction?*
For the past half-century,studies examining the interaction between student aptitudes and different forms of instructional treatments (most often called aptitude x treatment or ATI studies)have consistently reported that students with lower ability levels and/or less prior knowledge and/or lower motivation are more vulnerable to learning difficulties when instruction is incomplete, unstructured,or gives inaccurate information (e.g., Cronbach & Snow, 1977; Kyllonen & Lajoie, 2003).
ACT-R Learning Theory and Math
One does read claims that such cognitive analyses are no longer relevant to the new curriculum standards but such claims are simply false. Instead, we have found that the learning of the new curriculum consists of componential learning just like the old curriculum (Koedinger, Anderson, Hadley & Mark, 1995). It is every bit as important to practice these components of “new look” curriculum to achieve a high level of mastery as it was to practice the components of the “traditional” curriculum.