  Between 1984 and 2011, the percentage of US bachelor degrees awarded in
physics declined by 25%, in chemistry declined by 33%, and overall in physical
sciences and engineering fell 40%. Data suggest that these declines are
correlated to a deemphasis in most states of practicing computation skills in
mathematics. Analysis of state standards put into place between 1990 and 2010
find that most states directed teachers to deemphasize both memorization and
student practice in computational problem solving. Available state test score
data show a significant decline in student computation skills. In recent
international testing, scores for US 16 to 24 year olds in numeracy finished
last among 22 tested nations in the OECD. Recent studies in cognitive science
have found that to solve well-structured problems in the sciences, students
must first memorize fundamental facts and procedures in mathematics and science
until they can be recalled with automaticity, then practice applying those
skills in a variety of distinctive contexts. Actions are suggested to improve
US STEM graduation rates by aligning US math and science curricula with the
recommendations of cognitive science.
