Commonwealth Education Organization
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- Math
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THE BOGUS RESEARCH IN KAMII & DOMINICK'S HARMFUL EFFECTS OF ALGORITHMS PAPERS
*January 23, 2013 |
| December 1, 2012 CALCULATOR BAN PROPOSED FOR VIRGINIA TESTS "Students would be banned from using their calculators on the seventh- and eighth-grade Standards of Learning math exams under a bill introduced by a state lawmaker from Fairfax County. (VA)" >>read more>> |
| November 30, 2012 STUDENTS FAILING ALGEBRA RARELY RECOVER "California students who fail algebra and repeat the course are pretty much doomed to fail again, a vicious cycle that wastes limited resources and precious learning time." >>read more>> |
| November 20, 2012 A NEW KIND OF PROBLEM: THE COMMON CORE MATH STANDARDS "As the Common Core makes its way into real-life classrooms, I hope teachers are able to adjust its guidelines as they fit. I hope, for instance, that teachers will still be allowed to introduce the standard method for addition and subtraction in second grade rather than waiting until fourth. I also hope that teachers who favor direct instruction over an inquiry-based approach will be given this freedom. Unfortunately, the emails and newspaper articles I've been seeing may herald a new era where more and more students are given a flimsy make-believe version of mathematics, without the ability to solve actual math problems. After all, where the Common Core goes, textbook publishers are probably not too far behind." >>read more>> |
| Winter A DOUBLE DOSE OF ALGEBRA "This double-dose strategy has become an increasingly popular way to aid students struggling in mathematics. Today, nearly half of large urban districts in the United States report double math instruction as the most common form of support for students with lower skills. The central concern of urban school districts is that algebra may be a gateway for later academic success, so early high-school failure in math may have large effects on subsequent academic achievement and graduation rates. With the current policy environment calling for “algebra for all” in 9th grade or earlier, effective and proactive intervention is particularly critical for those who lack foundational mathematical skills. A successful early intervention may be the best way to boost students’ long-term academic success." >>read more>> |
| October 31, 2012 PARENTS QUESTION A NEW METHOD FOR TEACHING MATH "This curriculum (which they say is based on the Common Core Standards) puts an emphasis on critical thinking, rather than memorization, and collaborative learning. Children will learn mainly in groups, he said, adding that the teaching method emphasizes problem solving and working from concrete examples before progressing to the abstract." >>read more>> |
| October 23, 2012 FAREWELL TO ALGEBRA...FOR MINORITY KIDS? "I seem to have touched a raw nerve with my posts about (government-approved) lower educational standards for minority kids. Is it possible that the common core standards will similarly lower the bar, this time for math performance?" >>read more>> |
| October 23, 2012 IN DEFENSE OF THE NUMBER LINE: REFORM METHODS FOR TEACHING NEGATIVES FAIL ON DECIMALS, FRACTIONS & NEGATIVES "It’s simple to teach mathematical positives and negatives to a child. It’s been done successfully with the number line around the world, in private schools, homes, tutoring businesses and online. Unfortunately, many schools in America no longer teach the number line, don’t teach it to mastery, or they cloud any fledgling understanding of it by emphasizing other, less-effective methods." >>read more>> |
| Winter 2012/2013 SOLVING AMERICA'S MATH PROBLEM "Not all children are equally prepared to embark on a rigorous math curriculum on the first day of kindergarten, and there are no realistic policy alternatives to change this simple fact. Rather than wish differences among students away, a rational policy for the 21st century will respond to those variations, tailoring lessons to children’s needs. This strategy promises to provide the next generation of prospective scientists and engineers with the training they need to create jobs, and the next generation of workers with the skills they need to qualify for them." >>read more>> |
| October 18 2012 PROCEDURES VERSUS CONCEPTS: A MATHEMATICAL DILEMMA " All educators understand that a single initiative for any content area will not be the panacea, but rather taking resources from a variety of areas to meet the diverse and unique needs of our students is the best way to reach them. " >>read more>> |
| October 13, 2012 IN DEFENSE OF VERTICAL MULTIPLICATION: REFORM METHODS STUMBLE OVER DECIMALS "Until the de facto federal takeover of public education manages to block all escape, parents can still walk away from reform math by finding different schools, by hiring tutors, or by homeschooling. The children get one shot at a good K-12 education. At some point, the rubber must meet the road. At some point, the students need that math. Parents must make sure their children have it." >>read more>> |
| September 20, 2012 SCHOOLS NEW MATH IN FOCUS SINGAPORE MATH CURRICULUM ADDING UP FOR STUDENTS , TEACHERS "The slowed-down, drill-down approach to ensuring students master a concept such as fractions is growing in popularity in the United States. Singapore students have consistently demonstrated exceptional math achievement on international tests." >>read more>> |
| September 5, 2012 “HOW TO INDOCTRINATE STUDENTS’ MINDS WITH MATH” Some example are given from a new math program: “Having problems like these are troubling. Depending on the political bend of the teacher, it is easy for them to indoctrinate the class with a couple of quick comments or even a full blown discussion. Math is no longer math under such circumstances.” >>read more>> |
| September 1, 2012 USOE + COMMON CORE=DEATH OF MATH “Constructivism emphasizes group work, discovering math strategies for yourself instead of having tried and true standard algorithms given to you and learning why they work so well, and a lot of writing, all in the name of acquiring a “deeper understanding” of math.” >>read more>> |
| August 29, 2012 A WORKSHEET FOR MATH-PHOBIC PARENTS “Parents who hate math often fear raising kids who will feel the same….Ongoing research is shedding new light on the importance of math to children's success. Math skill at kindergarten entry is an even stronger predictor of later school achievement than reading skills or the ability to pay attention.” >>read more>> |
| August 22, 2012 SOLVING AMERICA'S MATHEMATICS EDUCATION PROBLEM "Educators and policymakers must exercise caution when pursuing strategies to increase math skills among students. Many of the current strategies revolve around providing equality to all students. This is counterproductive because there is a lot of variability in students' aptitude for math. The result is a lesser quality of education as educators strive to provide a curriculum that low-achieving students will grasp." >>read more>> |
| Summer 2012 THE COMMON CORE MATH STANDARDS "I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government." >>read more>> |
| July 31, 2012 IN DEFENSE OF ALGEBRA “Algebra class has made me a better student, but more important, it has made me a better teacher and parent. I will be far less likely to impose fixed values and expectations on children, because you know what I learned in algebra class? Even the simplest equations can contain more than one variable. And for that lesson alone, algebra is necessary.” >>read more>> Related articles: July 30, 2012 YES, ALGEBRA IS NECESSARY “There are not many people who are satisfied with the mathematical competence of the average US student. We need to do better. Promising ideas include devoting more time to mathematics in early grades, more exposure to pre-mathematical concepts in preschool, and perhaps specialized math instructors beginning in earlier grades. “ >>read more>> August 6, 2012 TO LEARN THE VALUE OF ALGEBRA, JUST ASK AN EIGHTH GRADER "The truth is mastering algebra is also like doing push-ups. There's nothing about push-ups that you're going to need to know later in life or that you would have to employ in some way on a job. But the fact remains: push-ups make your body stronger. And in just that way, algebra makes your brain stronger." >>read more>> |
| June 12, 2012 KNOWLEDGE OF FRACTIONS AND LONG DIVIDION PREDICTS LONG-TERM MATH SUCCESS "From factory workers to Wall Street bankers, a reasonable proficiency in math is a crucial requirement for most well-paying jobs in a modern economy. Yet, over the past 30 years, mathematics achievement of U.S. high school students has remained stagnant — and significantly behind many other countries, including China, Japan, Finland, the Netherlands and Canada. A research team led by Carnegie Mellon University’s Robert Siegler has identified a major source of the gap — U. S. students’ inadequate knowledge of fractions and division." >>read more>> |
| July 20, 2012 MILGRAM ON COMMON CORE vs. INDIANA MATH STANDARDS Dr. James Milgram of Stanford University answers some questions about the Common Core Standards. >>read more>> Related article: July 17, 2012 JIM MILGRAM ON THE COMMON CORE MATH STANDARDS >>read more>> |
| July 18, 2012 OBAMA CREATES ELITE SCIENCE, MATH TEACHING CORPS & SEEKS A BILLION TO FUND IT "These selected teachers will make a multi-year commitment to the Corps and, in exchange for their expertise, leadership and service, will receive an annual stipend of up to $20,000 on top of their base salary. The Administration will launch this Teacher Corps with the $1 billion from the President’s 2013 budget request currently before Congress." >>read more>> |
| July 13, 2012 WHY MATH TEACHERS FEEL POORLY PREPARED “(T)he percentage of teachers who did not have a major or minor in mathematics ranged from nearly all of the teachers at 1st grade to around one-half of them at 8th grade. These same teachers were able to answer correctly only about half of the items, as compared with teachers with mathematics majors who were teaching at the corresponding grades.” >>read more>> |
| June 28, 2012 SKILLS-BASED MATH, JUST IN TIME LEARNING, AND BAD HABITS OF THE MIND "Discomfort with skills-based math and over-complicating the simple does more harm than good in math education." >>read more>> |
| June 25, 2012 WHY JOHNNY CAN’T ADD WITHOUT A CALCULATOR “Technology is doing to math education what industrial agriculture did to food: making it efficient, monotonous, and low-quality….In this, the new Common Core standards for math, which were adopted with lightening speed by 45 states and Washington, D.C., fall short. They fetishize “data analysis” without giving students a sufficient grounding to meaningfully analyze data. Though not as wishy-washy as they might have been, they are of a piece with the runaway adaption of technology: The new is given preference over the rigorous.” >>read more>> |
| June 15, 2012 KNOWLEDGE OF FRACTIONS AND LONG DIVISION PREDICTS LONG-TERM MATH SUCCESS "From factory workers to Wall Street bankers, a reasonable proficiency in math is a crucial requirement for most well-paying jobs in a modern economy. Yet, over the past 30 years, mathematics achievement of U.S. high school students has remained stagnant — and significantly behind many other countries, including China, Japan, Finland, the Netherlands and Canada." >>read more>> |
| April 24, 2012 MATH TEACHING OFTEN DOESN'T FIT WITH NEW STANDARDS "Many mathematics teachers are teaching topics at higher or lower grade levels—and for more years—than the Common Core State Standards recommend, according to preliminary results from new research. That finding suggests that when the new standards are fully implemented, many math teachers could face significant shifts in what they will teach." >>read more>> |
| April 23, 2012 COMMON CORE MATH STANDARDS FAIL TO ADD UP "The push to nationalize the content taught in public schools across the country should be of great concern to state leaders. The Common Core national standards effort represents a massive federal overreach into what is taught in local schools, further removing parents from the educational decision-making process, and likely to cost state taxpayers $16 billion over seven years just to implement." >>read more>> |
| April 19, 2012 STATE BOARD WANTS CALCULATORS OUT OF GRADE SCHOOLERS' HANDS "Texas schoolchildren should not use calculators until they learn to work through math problems the old-fashioned way — on paper, State Board of Education members said Thursday." >>read more>> |
| April 1, 2012 A STATISTICIAN'S VIEW OF CONSTRUCTIVIST MATH PROGRAMS "...minimally guided instruction goes against more than fifty years of research on human cognitive architecture. There is overwhelming evidence that minimally guided instruction is a less efficient and less effective teaching style." >>read more>> |
| March 9, 2012 THE MATH OF KAHN “(A)s Khan Academy discovers that some videos work better than others, the videos will get better. And as they do, they’ll help even more people. Needless to say, they’ll never solve all educational problems. But individually paced, sequential learning works for so many students that Khan Academy may deserve the hype it’s getting.” >>read more>> |
| Summer 2012 THE COMMON CORE MATH STANDARDS: ARE THEY A STEP FORWARD OR BACKWARD? "... Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members." >>read more>> |
| February 20, 2012 MATH MATTERS "American mathematic proficiency levels leave a lot to be desired if we're to maintain competitiveness. For blacks and Hispanics, it's a tragedy with little prospect for change, but the solution is not rocket science. During my tenure as a member of Temple University's faculty in the 1970s, I tutored black students in math. When they complained that math was too difficult, I told them that if they spent as much time practicing math as they did practicing jump shots, they'd be just as good at math as they were at basketball. The same message of hard work and discipline applies to all students, but someone must demand it." >>read more>> |
| February 17, 2012 AFRAID OF YOUR CHILD'S MATH BOOK? YOU SHOULD BE "There may be a reason you can’t figure out some of those math problems in your son or daughter’s math text and it might have nothing at all to do with you. That math homework you're trying to help your child muddle through might include problems with no possible solution. It could be that key information or steps are missing, that the problem involves a concept your child hasn’t yet been introduced to, or that the math problem is structurally unsound for a host of other reasons." >>read more>> |
| January 30, 2012 MATHEMATICS EDUCATION: BEING OUTWITTED BY STUPIDITY "While the criticism of traditional methods may have merit for those occasions when it has been taught poorly, the fact that traditional math has been taught badly doesn’t mean we should give up on teaching it properly. Without sufficient skills, critical thinking doesn’t amount to much more than a sound bite. " >>read more>> |
| January 20, 2012 NATIONAL STUDY FINDS INVESTIGATIONS STUDENTS TRAIL THOSE IN OTHER MAJOR PROGRAMS "The study was undertaken with the goal of finding out – with real evidence – whether the type of curriculum used in early elementary math education matters when it comes to achievement and learning. It compares four programs: Math Expressions, Saxon, Scott Foresman/Addison Wesley and Investigations. Investigations is the pure constructivist program on the list, Scott Foresman is a combination, but primarily with constructivist pedagogy. Math Expressions is a balanced program that uses both traditional math practice and a partial constructivist approach. Saxon is the most traditional of the programs." >>read more>> |
| January 18, 2012 "The researchers: "When policymakers believe that achievement differences in mathematics can be overcome by simply reducing stereotypical beliefs (as the literature suggests), they might not be willing to invest in the study of other potential contributing factors and thus will not pursue solutions for these factors." >>read more>> |
| January 7, 2012 'IF FRED GOT TWO BEATINGS PER DAY...' HOMEWORK ASKS "Third graders in in Gwinnett County, Ga., were given math homework Wednesday that asked questions about slavery and beatings." >>read more>> Related article: January 9, 2012 WELCOME TO COMMON CORE MATH STANDARDS! SLAVES ARE PICKING ORANGES AND GETTING BEATINGS "The teacher's treatment of an important subject in American history used out of context in a math problem has caused concern on many levels. Will the teacher now be labelled as an "ineffective teacher" so he/she can be reassigned or terminated and a TFA teacher can take his/her place in the classroom? " >>read more>> |
| December 16, 2011 WHY OTHER COUNTRIES DO BETTER IN MATH “The high mathematical achievement of students in these nations is due primarily to the excellent education they receive in school, not the fact that parents are more likely to pay for tutors. Parental attitudes are important but what many people miss is the fact that in the U.S. parents pay tutors for the lack of what their children learn in school while in Singapore and Japan parents pay tutors to improve their children's chances of success on high stakes entrance exams (much like parents pay for SAT tutoring in the U.S.).” >>read more>> |
| *November 27, 2011 MATH EDUCATION: ARGUING OVER FALSE CHOICES "Without a conceptual understanding of math the subject is of little use. Applying math to real-world problems and knowing if the results of a mathematical analysis make sense requires an understanding of the concepts. But, it is not possible to have a conceptual understanding without with the extensive practice, memorization, and drill work needed to achieve computational fluency." >>read more>> |
| November 26, 2011 SINGAPORE MATH DEMYSTIFIED! When I began working with the Japanese teachers, I soon realized three important reasons why they were such good math teachers:(1) They had a high level of math content knowledge. In fact, I felt that their first grade teachers knew more about math than I did as an 8th grade teacher! (2) They used thin, lightweight paperback textbooks that were much more focused and coherent than our heavy hard cover books. (3) They continually worked to improve their teaching throughout their careers by conducting lesson study. >>read more>> |
| Friday, December 02 2011 CALCULATOR BAN ON YOUNG PUPILS (United Kingdom) "Children are to be banned from using calculators in the early years of primary school to tackle a nationwide crisis in basic maths skills." >>read more>> |
| October 3, 2011 EVERYDAY Math JUST DOESN’T ADD UP “Many of the teachers stated that because the EDM program teaches on the conceptual level it would be a good fit for advanced and above average students. But what about the average and less than average students who comprise about 80% of the population on a standard bell-shaped curve? The EDM requires high level thinking which is not for everyone.” >>read more>> |
| September 21, 2011 NEW MATH EQUALS TROUBLE, EDUCATION EXPERT SAYS “The study, titled Math Instruction that Makes Sense, ‘demonstrates conclusively that traditional math education methods are superior to the highly ineffective, discovery-based instructional techniques that are in vogue now in educational curricula,’ said a news release from the public policy think tank.” >>read more>> |
| September 20, 2011 THE MYTH ABOUT TRADITIONAL MATH EDUCATION “The education establishment continues to advance faddish techniques such as group and collaborative learning, inquiry-based and problem-based learning, while it pays lip service to traditional approaches, calling it a “balanced approach”. While there are aspects of teaching and texts of the past that could definitely be improved, the question remains why the educational establishment remains intent on throwing the baby out with the bath water.” >>read more>> |
| September 7, 2011 MICROSOFT SURVEY FINDS STUDENTS LACKING IN MATH SKILLS “Only 20 percent of college students said they felt their high-school math and science courses prepared them well enough for their college courses, according to Microsoft surveys.” >>read more>> |
| September 6, 2011 POLITICS, NOT MATH, DRIVING MANY MATH CLASSES "Students need schools to focus on content knowledge and skills. Any school that refuses to do that, in the name of equity and social justice, is engaging in neither." >>read more>> |
| The following article is being linked to with permission from WORLD Magazine: August 27, 2011 MATH-TEARS=KAHN ACADEMY “An increasingly popular online program is teaching children across the country to love a subject they once dreaded” >>read more>> |
| August 26, 2011 WHEN WILL I EVER USE IT? "It all sounds sensible, even seductive. The worst ideas in education always do. “Relevant” isn’t supposed to be a synonym for dumbed-down, for example. It just always seems to work out that way. And my hunch is that students might struggle less with algebra, geometry and calculus if they showed up in high school with a strong foundation in basic math skills." >>read more>> |
| August 19, 2011 SOLVING AMERICA'S MATH CHALLENGE "Some educators believe the root of the problem lies in the early grades, where schools aren’t teaching enough of the basics. Once those students move on to higher grades and more challenging math concepts, they could be more likely to tune out. ‘The problem is a lot of kids aren’t getting those building blocks,’ said DeBenedictis. Without that base, she added, those students can ‘feel very shaky’ taking on more conceptual math problems. Possibly contributing to that problem is the difficulty schools have trying to find effective math teachers, particularly at the elementary school level. There are a lot of good teachers, and a lot of good mathematicians, but not many people who are both." >>read more>> |
| August 4, 2011 STUDY SAYS GUM HELPS STUDENTS WITH MATH “According to a new study in the brainy Journal of Adolescence, eighth-graders who chew gum during math class and homework time score higher on standardized tests than their empty-mouthed classmates.” >>read more>> |
| July 13, 2011 WHY SO MANY ELEMENTARY STUDENTS AREN’T MASTERING BASIC MATH FACTS “I think students would be far better served by having HALF the number of math topics ...and making sure they have mastered basic addition facts (by heart), addition and subtraction of two-digit numbers, and multiplication tables up to 5 (by heart) before moving into Grade 3. If parents don’t have time to drill children at home on these facts, then some time for it should be allowed in the school curriculum.” >>read Part One>> >>read Part Two>> |
| June 26, 2011 MATH EXPRESSIONS—NEW MATH PLAN COMES TO FRUITION “The State College Area school board earlier this month approved purchasing the materials for the new program, Math Expressions, which educators have described as having a more balanced approach than the previous curriculum, Investigations in Number, Data and Space.” >>read more>> |
| May 20, 2011 MATH WARS PARENT MEDAL OF HONOR “Parents are to be commended for calling for fully informed, research based, open decision making involving all school constituencies and including the full range of necessary mathematics and instructional experience and expertise, and for recognizing the value of transparency and inclusiveness in deliberations on mathematics education issues.” >>read more>> |
| April 18, 2011 A BETTER WAY TO TEACH MATH “Children come into school with differences in background knowledge, confidence, ability to stay on task and, in the case of math, quickness. In school, those advantages can get multiplied rather than evened out. One reason, says Mighton, is that teaching methods are not aligned with what cognitive science tells us about the brain and how learning happens.” >>read more>> |
| April 5, 2011 NEW MATH = HIGH SCORES: Singapore system working at Santa Catalina “...a lack of emphasis on teaching basic skills in the lower grades is partly to blame for poor test results at schools nationwide. For example, students are expected to grasp algebra and geometry without having mastered fractions and ratios. ‘What makes Singapore Math special is the sequence in which the skills are taught. Addition and subtraction aren't taught as separate subjects, but simultaneously, instead of being compartmentalized.’” >>read more>> |
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THE THIRD STAGE OF LEARNING MATH FACTS: DEVELOPING AUTOMATICITY |
| September 27, 2010 GET RID OF CALCULATORS "My prescription for improving mathematics education would include eliminating the use of calculators, ensuring that elementary math teachers are truly proficient in mathematics through Algebra II, requiring students to demonstrate proficiency in the core mathematics disciplines before moving into non-core topics like statistics, and returning to proof-based geometry.” >>read more>> |
| September 27, 2010 DEFICIENCIES IN PUBLIC SCHOOLS “The location of and enrollment at some of the flourishing after-school programs in mathematics that have sprung up in the past two decades suggest they are a response to the deficiencies mathematically literate parents perceive in their public school's mathematics coursework and pedagogy.” >>read more>> |
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September 9, 2010
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| August 10, 2010 STUDENTS UNDERSTANDING OF EQUAL SIGN NOT EQUAL “Taken very literally, not all students are created equal—especially in their math learning skills, say Texas A&M University researchers who have found that not fully understanding the “equal sign” in a math problem could be a key to why U.S. students under perform their peers from other countries in math.” >>read more>> |
| August 3, 2010 DOING THE “MATH!” “For the last 10 years or so, parents and some educators across the country have raised doubts about “constructivist” math, sometimes generating enough protest to have the program thrown out of their school district.” >>read more>> |
| Singapore Math January 24, 2010 SINGAPORE MATH A SUCCESS SO FAR IN FAYETTE CO. (Kentucky) “So-called "Singapore math" features problems that often are more complex than American textbooks contain. It demands deep mastery of a few math concepts, rather than an overview of many different ideas. And it aims to give students a basic understanding of how math works, rather than a simple rote system for finding answers.” >>read more>> February 16, 2010 THE SECRET OF SCHMITZ PARK ELEMENTARY SCHOOL IS SINGAPORE MATH “In the war over school math — in which a judge recently ordered Seattle Public Schools to redo its choice of high-school math — Schmitz Park is a redoubt or, it hopes, a beachhead. North Beach is a redoubt for Saxon Math, a traditional program. Both schools have permission to be different. The rest of the district's elementary schools use Everyday Math, a curriculum influenced by the constructivist or reform methods.” >>read more>> |
| February 7, 2010 JUDGE TELLS SEATTLE SCHOOL BOARD: DO THE MATH “FINALLY someone has stood up to the institutional urge at Seattle Public Schools to adopt constructivist or reform math: Judge Julie Spector of King County Superior Court ruled Thursday that the district's adoption of the Discovering series of high-school math texts was ‘arbitrary’ and ‘capricious.’ “ >>read more>> |
| March 2010 NUMBER WARS: SCHOOL BATTLES HEAT UP AGAIN IN THE TRADITIONAL VERSUS REFORM-MATH DEBATE “Weak student scores fuel the fight in mathematics education One sentiment unites almost all math professionals—after decades of wrangling, the system still isn’t working. According to the National Center for Education Statistics, U.S. high school students ranked in the bottom quarter in math performance, as compared with students of nations belonging to the Organization for Economic Co-operation and Development. In a future expected to depend even more on science, health and technology, that is bad news indeed.” >>read more>> |
| November 13, 2009 WHO NEEDS MATHEMATICIANS FOR MATH, ANYWAY? “The heart of the disagreement between progressive math educators and mathematicians is whether students are acquiring a foundation in arithmetic and other aspects of mathematics in the early grades that prepares them for authentic algebra coursework in grades 7, 8, and 9. If not, they then cannot successfully complete the advanced math courses in high school that will prepare them adequately for freshman college courses using mathematics.” >>read more>> |
| March 7, 2003 HOW NOT TO TEACH MATH “There’s mounting evidence that Fuzzy Math doesn’t work. During the 1990s, Fuzzy Math represented the new wave…so district after district across the country tried it out. But its popularity among educational elites could not hide the dismal test scores.” >>read more>> |
| *Math-2003 A Brief History of American K-12 Mathematics Education in the 20th Century >>read more>> |
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