As a Math/Science teacher, I beg to differ.
Were they to teach arithmetic, they would have better luck at the Maths.
Teachers dare not demand rote learning like the multiplication tables nor do they teach thinking skills.
To look like effective teachers, they teach pattern recognition so students can "guess" correctly.
Sad but true.
Two different subjects, where I did not understand that being great at arithmetic did not mean I truly understood math, until I was much older.
In Texas, the UIL Number Sense competition (mental arithmetic) used in public schools kept me way above average for all things arithmetic, and does til this day.
In college, taking analytical geometry as a freshman was a breeze - for two months. Then I understood that while I could find the approximate answer, I really did not understand how to derive the answer.
I am of the opinion that we should use a Kumon math styled system and not let anyone progress until they have conquered arithmetic and basic math.
Saxon math kept our children way ahead of the curve using the same principles.
The problem starts at the home before they ever start school and poisons young minds before they ever have a chance to succeed.