Why we call it Algebra<\/p>\n
Those who do not remember the past are condemned to repeat it<\/p>\n
Ideas have Consequences<\/p>\n
“Mathematics is characterized by its intolerance of nonsense” – Owen Thomas<\/p>\n<\/a> Romancing the Child \u00a0by \u00a0E. D. Hirsch<\/a><\/p>\n MATHEMATICS “COUNCIL” \u00a0LOSES HARD-EARNED CREDIBILITY<\/a><\/p>\n My Turn: Forget the Fads\u2014The Old Way Works Best<\/a><\/p>\n Outcomes Analysis for Core Plus Students \u00a0At Andover High School: One Year Later<\/a><\/p>\n California’s Algebra Crisis \u00a0 by Paul Clopton and Bill Evers<\/a><\/p>\n Forget the Fads\u2014The Old Way Works Best\u00a0\u00a0\u00a0\u00a0 By Evan Keliher, Newsweek<\/a><\/p>\n Stand and Deliver Revisited\u00a0\u00a0\u00a0 by Jerry Jesness<\/a><\/p>\n TERC Hands-On Math: A Snapshot View \u00a0\u00a0 by Bill Quirk<\/a><\/p>\n Content Review of CPM Mathematics \u00a0\u00a0 By Wayne Bishop Department of Mathematics and Computer Sciences California State University, Los Angeles<\/a><\/p>\n New York City Math Wars Elizabeth Carson<\/a><\/p>\n Cognitive Child Abuse in Our Math Classrooms\u00a0\u00a0\u00a0 By C. Bradley Thompson<\/a><\/p>\n Recent Directions in San Diego Mathematics Education\u00a0\u00a0\u00a0 By Paul Clopton<\/a><\/p>\n The Truth About The Revised NCTM Standards Arithmetic is Still Missing!<\/a><\/p>\n Reform Mathematics Education How to “Succeed” Without Really Trying\u00a0\u00a0\u00a0 By Paul Clopton Cofounder, Mathematically Correct<\/a><\/p>\n Why Education Experts Resist Effective Practices \u00a0By Douglas Carnine<\/a><\/p>\n Teacher Can’t Teach<\/a><\/p>\n 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<\/a><\/p>\n R James Milgram (Mathematics Professor, Stanford)<\/a> Mathematics “Council” Loses Hard-Earned Credibility,<\/a> Integrated Mathematics in LAUSD, from Mathematically Correct<\/a><\/p>\n LA’s Math Program Just Doesn’t Add Up, by David Klein and R. James Milgram. Los Angeles Times September 17, 1999<\/a><\/p>\n A Need for More Demanding Assessments for U.S. Eighth Graders<\/a>\u00a0\u00a0\u00a0 By The American Federation of Teachers<\/p>\n A Plea in Defense of Euclidean Geometry\u00a0\u00a0\u00a0 By BARRY SIMON<\/a><\/p>\n AN OPEN LETTER TO US SECRETARY OF EDUCATION, RICHARD RILEY<\/strong><\/a><\/p>\n Experts Attack Math Teaching Programs, LA Times 11\/18\/99<\/a><\/p>\n Mathematicians dispute federal education experts,by Linda Seebach\/Denver Rocky Mountain News.<\/a><\/p>\n Why the U.S. Department of Education’s recommended math programs don’t add up, By David Klein.<\/a><\/p>\n 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.<\/a><\/p>\n How a new math program rose to the top<\/a><\/p>\n MATH LESSONS: BEYOND RHETORIC, STUDIES IN HIGH ACHIEVEMENT, By David Klein<\/a><\/p>\n New York City Math Wars, Elizabeth Carson<\/a><\/p>\n Cognitive Child Abuse in Our Math Classrooms, By C. Bradley Thompson<\/a><\/p>\n Recent Directions in San Diego Mathematics Education, by Paul Clopton<\/a><\/p>\n Reform Mathematics Education How to “Succeed” Without Really Trying, by Paul Clopton Cofounder, Mathematically Correct<\/a><\/p>\n If math were a color . . .By Marcia Tsicouris<\/a><\/p>\n No Such Thing As Malpractice In Edu-Land, by Debra J. Saunders\/San Francisco Friday,\u00a0February 4, 2000<\/a><\/p>\n Mathematicians dispute federal education experts, by Linda Seebach\/Denver Rocky Mountain News<\/a><\/p>\n Texas School Districts Reject “Fuzzy Math” Textbooks<\/a> — Major Defeat for Statewide Systemic Initiative<\/p>\n Statewide Testing a Step: We need to know how students compare, by Robert L. Trigg \/ San Francisco Chronicle<\/a><\/p>\n An American nightmare: Mathematics education, by Linda Seebach. Commenting on a book by Liping Ma<\/a><\/p>\n Higher Goals for Exit Exams. California cheats its students by expecting too little, by Pete Wilson and Bill Evers, SF Chronicle<\/a><\/p>\n Graphic-Calulators and Algebra, The Detroit News<\/a><\/p>\n Man of Science Has a Problem With Real Math, by Debra J. Saunders San Francisco Chronicle<\/a><\/p>\n The Fuzziest of Disciplines, by Alexander Nazaryan and Alexander Wilson<\/a><\/p>\n Giving Thanks For Turkey And Nuts, by Debra J. Saunders San Francisco Chronicle<\/a><\/p>\n Correcting math’s blackboard bunglers, The Washington Post Nov 5, 1998<\/a><\/p>\n The Pythagorean Theorem, Constructivist pedagogy vs. a traditional deductive approach, from Mathematically Correct, by G. D. Chakerian and Kurt Kreith<\/a><\/p>\n Bloomfield parents fight for old math, by Tracy Van Moorlehem<\/a><\/p>\n Wall Street Journal\u00a0 Education Panel\u00a0 Lays Out Truce\u00a0 In Math Wars By JOHN HECHINGER March 5, 2008<\/a><\/p>\n Los Angeles Times\u00a0 Singapore Math by Mitchell Landsberg March 9, 2008<\/a><\/p>\n<\/a><\/a><\/a> A quarter century of US ‘math wars’ and political partisanship \u00a0by \u00a0<\/strong>David Klein<\/a><\/p>\n LAUSD’s Refusal to Adopt the California Mathematics Standards, by David Klein<\/a><\/p>\n Big Business, Race, and Gender in Mathematics Reform \u00a0\u00a0 By David Klein<\/a><\/p>\n Beyond Rhetoric. Studies in High Achievement Math Lessons \u00a0\u00a0 By David Klein<\/a><\/p>\n<\/a><\/a> Math Gadfly Calls Math Faddists’ Bluff, by Debra J. Saunders<\/a><\/p>\n Flunking the Tests, by Debra J. Saunders<\/a><\/p>\n High School Students And Lab Rats, by Debra J. Saunders San Francisco Chronicle<\/a><\/p>\n Hands On, Dumb Down, by Debra J. Saunders San Francisco Chronicle<\/a><\/p>\n<\/a><\/a> Why Do Supporters of the National Council of Teachers of Mathematics Insist Only They Are Right?<\/strong> by Nakonia (Niki) Hayes\u00a0 October, 2006<\/a><\/p>\n The Road to Building Critical Mass, Or How to Bring Real Change to U.S. Mathematics Education<\/strong> \u00a0 by Nakonia (Niki) Hayes\u00a0 February 15, 2007<\/a><\/p>\n Math-Music Analogy\u00a0 by Niki Hayes\u00a0 July 18, 2007<\/a><\/p>\n Was the Texas State Board of Education correct to reject the 3rd Grade curriculum of Everyday Math?<\/strong> \u00a0 by Nakonia (Niki) Hayes\u00a0\u00a0 November 27, 2007<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n<\/a> FROM THE PRESIDENT<\/p>\n FROM THE FIELD<\/p>\n OVERVIEW<\/p>\n Bonnie Grossen, Editor<\/p>\n RESEARCH<\/p>\n Geoffrey Bock, Linda Stebbins, and Elizabeth C. Proper, Abt Associates<\/p>\n Carl Bereiter, Ontario Institute for Studies in Education Wes Becker and Zig Engelmann, University of Oregon<\/p>\n Gary Adams, Educational achievement Systems, Seattle, Washington<\/p>\n PERSPECTIVES<\/p>\n Cathy Watkins, California State University, Stanislaus Billy Tashman, New York, Newsday<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" 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 \u00a0by \u00a0E. D. Hirsch MATHEMATICS “COUNCIL” \u00a0LOSES HARD-EARNED CREDIBILITY My Turn: Forget the Fads\u2014The Old Way Works Best Outcomes Analysis … Continue reading The Math Wars<\/span> Articles<\/strong><\/h1>\n
\n“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.”<\/p>\n
\nBy Frank B. Allen Professor of Mathematics Emeritus, Elmhurst College, National Advisor for Mathematically Correct, and former President of NCTM<\/p>\n<\/h1>\n<\/a><\/a><\/a>
<\/h1>\n<\/a>
Articles by David Klein<\/h1>\n
\u00a0A Brief History of K-12 Mathematics Education in the 20th Century \u00a0\u00a0 By David Klein<\/a><\/h4>\n<\/a><\/a>
\u00a0Why the U.S. Department of Education’s recommended math programs don’t add up<\/a>, By David Klein<\/h4>\n<\/a><\/a>
\u00a0The role of Long Division \u00a0by \u00a0David Klein<\/h4>\n<\/a>
Articles by Debra Sanders<\/strong><\/h1>\n
\u00a0Where’s the Math? by Debra J. Saunders San Francisco Chronicle<\/a><\/h4>\n<\/a><\/a>
\u00a0MATH LESSONS: BEYOND RHETORIC, STUDIES IN HIGH ACHIEVEMENT, By David Klein<\/a><\/h4>\n<\/a><\/a><\/a>
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Articles by Nakonia Hayes<\/strong><\/h1>\n
Effective School Practices \u00a0 \u00a0 Direct Instruction<\/strong><\/h1>\n
\nA Constructive Look at Follow Through Results<\/a><\/address>\n
\nMidian Kurland, University of Illinois at Urbana-Champaign<\/p>\n
\nSponsor Findings from Project Follow Through<\/a><\/address>\n
\nProject Follow Through and Beyond<\/a><\/address>\n
\n<\/a>Our Failure to Follow Through<\/a><\/p>\n