What is New Math? Is it Really That Bad?

What Is “New Math”?

“New math” is a topic we get asked about often. What is it? Do we like it? Is it better? Why are we doing it?

Let’s start with the basics: math itself hasn’t changed. Math is math. The answer to 17 + 34 is still 51. What has changed is how we teach and think about math.

For many adults, the way kids are learning math today looks very different from how we did it in school. This “new math” might feel confusing—or even like teachers are adding unnecessary steps. But there’s a purpose behind those changes.

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How Math Used to Be Taught

Think back to your elementary math classroom. Was your experience like ours—lots of the teacher showing you steps on the board, and then you trying to remember them for your workbook page? Maybe there were a few word problems at the end of the page.

Now think about the kind of thinking you were doing. Were you truly understanding what was happening mathematically, or mostly copying the teacher’s steps?

Can you clearly explain why you do the steps in long division, or why we “invert and multiply” when dividing fractions?

If you can—amazing! You’re one of the lucky ones. But if not, you’re in good company. Most of us adults weren’t taught math in a way that focused on deep understanding. And that’s exactly what “new math” is trying to change.

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The Goal of “New Math”

One of the biggest goals of “new math” is to help students understand what they’re doing, not just repeat steps. When it’s done right, new math helps kids think deeply and creatively.

Students learn to:

• Look for patterns and structures

• Make sense of numbers and relationships

• Build flexible thinking that prepares them for real-world problem solving

  
  

Instead of memorizing isolated facts and formulas, kids are learning to reason, connect ideas, and communicate their thinking—skills that matter far beyond the classroom.

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What Does “New Math” Look Like in Action?

“New math” encourages kids to draw on what makes sense to them. For example, when solving 23 + 19, instead of just “lining up the numbers and carrying the one,” a student might use their own number sense to find a path that feels logical:

• I know that 20 and 10 give me 30, and 3 and 9 give me 12, so if I add 30 and 12, I have 42.

OR

• 19 is pretty close to 20, so instead of using 19 I’m going to add 20 and 23, which gives me 43. Since I added an extra one to 19 to get 20, I have to take one away from the 43 and have 42. 

OR

• I’m going to take one from the 23 and give it to the 19. Now, instead of 23 and 19, I have 22 and 20. Twenty is the same as two groups of ten, and if I add two groups of ten to 22, I have 42.

  
  

Each of these approaches shows understanding—not memorization. The student is thinking about why their strategy works, not just following a rule.

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Why “New Math” Matters

When students make sense of math, they feel confident and capable. They’re more likely to see themselves as mathematicians and to stay curious about learning.

But we also know that for many adults, “new math” can feel frustrating—like having to relearn everything without guidance. That’s where we come in.

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How the Math Happiness Project Can Help

At the Math Happiness Project, we help families make sense of modern math instruction so both kids and adults feel supported. Our goal is to help you understand what’s happening in your child’s math classroom, feel confident talking about it, and maybe even find some joy in doing math together.

Check out our video about “new math” to see examples and learn more. Share it with another parent or caregiver who’s feeling unsure about these changes!!

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Follow Us for Math Strategies and Resources

We have lots more resources so that you can support your child in becoming excited, confident, capable doers of mathematics. Follow us on Instagram and YouTube to stay up to date! @MathHappinessProject