Why we call it Algebra

Those who do not remember the past are condemned to repeat it

Ideas have Consequences

“Mathematics is characterized by its intolerance of nonsense” – Owen Thomas

**Articles**

Romancing the Child by E. D. Hirsch

MATHEMATICS “COUNCIL” LOSES HARD-EARNED CREDIBILITY

My Turn: Forget the Fads—The Old Way Works Best

Outcomes Analysis for Core Plus Students At Andover High School: One Year Later

California’s Algebra Crisis by Paul Clopton and Bill Evers

Forget the Fads—The Old Way Works Best By Evan Keliher, Newsweek

Stand and Deliver Revisited by Jerry Jesness

TERC Hands-On Math: A Snapshot View by Bill Quirk

New York City Math Wars Elizabeth Carson

Cognitive Child Abuse in Our Math Classrooms By C. Bradley Thompson

Recent Directions in San Diego Mathematics Education By Paul Clopton

The Truth About The Revised NCTM Standards Arithmetic is Still Missing!

Why Education Experts Resist Effective Practices By Douglas Carnine

R James Milgram (Mathematics Professor, Stanford)

“If you want to learn mathematics, you must learn it precisely. Mathematics is precision and one of the first objectives in teaching K – 12 mathematics is for students to learn precise habits of thought.”

Mathematics “Council” Loses Hard-Earned Credibility,

By Frank B. Allen Professor of Mathematics Emeritus, Elmhurst College, National Advisor for Mathematically Correct, and former President of NCTM

Integrated Mathematics in LAUSD, from Mathematically Correct

A Need for More Demanding Assessments for U.S. Eighth Graders By The American Federation of Teachers

A Plea in Defense of Euclidean Geometry By BARRY SIMON

**AN OPEN LETTER TO US SECRETARY OF EDUCATION, RICHARD RILEY**

Experts Attack Math Teaching Programs, LA Times 11/18/99

Mathematicians dispute federal education experts,by Linda Seebach/Denver Rocky Mountain News.

Why the U.S. Department of Education’s recommended math programs don’t add up, By David Klein.

How a new math program rose to the top

MATH LESSONS: BEYOND RHETORIC, STUDIES IN HIGH ACHIEVEMENT, By David Klein

New York City Math Wars, Elizabeth Carson

Cognitive Child Abuse in Our Math Classrooms, By C. Bradley Thompson

Recent Directions in San Diego Mathematics Education, by Paul Clopton

If math were a color . . .By Marcia Tsicouris

Mathematicians dispute federal education experts, by Linda Seebach/Denver Rocky Mountain News

Texas School Districts Reject “Fuzzy Math” Textbooks — Major Defeat for Statewide Systemic Initiative

An American nightmare: Mathematics education, by Linda Seebach. Commenting on a book by Liping Ma

Graphic-Calulators and Algebra, The Detroit News

Man of Science Has a Problem With Real Math, by Debra J. Saunders San Francisco Chronicle

The Fuzziest of Disciplines, by Alexander Nazaryan and Alexander Wilson

Giving Thanks For Turkey And Nuts, by Debra J. Saunders San Francisco Chronicle

Correcting math’s blackboard bunglers, The Washington Post Nov 5, 1998

Bloomfield parents fight for old math, by Tracy Van Moorlehem

Wall Street Journal Education Panel Lays Out Truce In Math Wars By JOHN HECHINGER March 5, 2008

Los Angeles Times Singapore Math by Mitchell Landsberg March 9, 2008

# Articles by David Klein

**A quarter century of US ‘math wars’ and political partisanship by **David Klein

LAUSD’s Refusal to Adopt the California Mathematics Standards, by David Klein

Big Business, Race, and Gender in Mathematics Reform By David Klein

Beyond Rhetoric. Studies in High Achievement Math Lessons By David Klein

#### A Brief History of K-12 Mathematics Education in the 20th Century By David Klein

#### Why the U.S. Department of Education’s recommended math programs don’t add up, By David Klein

#### The role of Long Division by David Klein

**Articles by Debra Sanders**

Math Gadfly Calls Math Faddists’ Bluff, by Debra J. Saunders

Flunking the Tests, by Debra J. Saunders

High School Students And Lab Rats, by Debra J. Saunders San Francisco Chronicle

Hands On, Dumb Down, by Debra J. Saunders San Francisco Chronicle

#### Where’s the Math? by Debra J. Saunders San Francisco Chronicle

#### MATH LESSONS: BEYOND RHETORIC, STUDIES IN HIGH ACHIEVEMENT, By David Klein

**Articles by Nakonia Hayes**

Math-Music Analogy by Niki Hayes July 18, 2007

**Effective School Practices Direct Instruction**

FROM THE PRESIDENT

Bob DixonFROM THE FIELD

LettersOVERVIEW

The Story Behind Project Follow ThroughBonnie Grossen, Editor

RESEARCH

Excerpts from the Abt Reports: Descriptions of the Models and the ResultsGeoffrey Bock, Linda Stebbins, and Elizabeth C. Proper, Abt Associates

A Constructive Look at Follow Through Results

Carl Bereiter, Ontario Institute for Studies in Education

Midian Kurland, University of Illinois at Urbana-Champaign

Sponsor Findings from Project Follow Through

Wes Becker and Zig Engelmann, University of Oregon

Project Follow Through and Beyond

Gary Adams, Educational achievement Systems, Seattle, Washington

PERSPECTIVES

Follow Through: Why Didn’t We?Cathy Watkins, California State University, Stanislaus

Our Failure to Follow Through

Billy Tashman, New York, Newsday