The Math Wars

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

Content Review of CPM Mathematics By Wayne Bishop Department of Mathematics and Computer Sciences California State University, Los Angeles

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!

Reform Mathematics Education How to “Succeed” Without Really Trying By Paul Clopton Cofounder, Mathematically Correct

Why Education Experts Resist Effective Practices By Douglas Carnine

Teacher Can’t Teach

Reform vs. Traditional Math Curricula. A preliminary report comparing traditional math curricula with Core-Plus program by Gregory F. Bachelis, Ph.D. Professor of Mathematics, Wayne State University Detroit, Michigan

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

LA’s Math Program Just Doesn’t Add Up, by David Klein and R. James Milgram. Los Angeles Times September 17, 1999

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.

Testimony of David Klein to The U.S. House of Representatives Committee on Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Activities.

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

Reform Mathematics Education How to “Succeed” Without Really Trying, by Paul Clopton Cofounder, Mathematically Correct

If math were a color . . .By Marcia Tsicouris

No Such Thing As Malpractice In Edu-Land, by Debra J. Saunders/San Francisco Friday, February 4, 2000

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

Statewide Testing a Step: We need to know how students compare, by Robert L. Trigg / San Francisco Chronicle

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

Higher Goals for Exit Exams. California cheats its students by expecting too little, by Pete Wilson and Bill Evers, SF Chronicle

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

The Pythagorean Theorem, Constructivist pedagogy vs. a traditional deductive approach, from Mathematically Correct, by G. D. Chakerian and Kurt Kreith

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

Why Do Supporters of the National Council of Teachers of Mathematics Insist Only They Are Right? by Nakonia (Niki) Hayes October, 2006

The Road to Building Critical Mass, Or How to Bring Real Change to U.S. Mathematics Education by Nakonia (Niki) Hayes February 15, 2007

Math-Music Analogy by Niki Hayes July 18, 2007

Was the Texas State Board of Education correct to reject the 3rd Grade curriculum of Everyday Math? by Nakonia (Niki) Hayes November 27, 2007

Effective School Practices Direct Instruction

FROM THE PRESIDENT

FROM THE FIELD

OVERVIEW

The Story Behind Project Follow Through

Bonnie Grossen, Editor

RESEARCH

Excerpts from the Abt Reports: Descriptions of the Models and the Results

Geoffrey 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