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Mathematically Sound Foundations
Of Apothems, Frustums, Radicals, Irrationals, Deviations, Bisectors, Catenaries, Mantissas, Pons Asinorums, and Zenzizenzizenzics News Flash U.S. Coalition for World Class Math COMMENTS ON THE COLLEGE AND CAREER READINESS STANDARDS FOR MATHEMATICS Are you satisfied with your child's math education? Are you satisfied with the math education being provided in our public schools? If you aren't, this website may be of help to you. There is a lot amiss in our public education system today. Problems in math education are only symptoms of serious systemic problems in public education. Pages on this website provide links to articles, reports, documents, and studies regarding education. Many pages have a focus on math education, but there are pages related to other issues of concern in our education system. A lot of information is available that may help you understand the problems. If you want to do something, check out Taking Action. If you want some math help for your child, check out Math Help. This wiki is for sharing information related primarily to math education.  Concerned citizens and advocacy groups meet here to improve mathematics education opportunities available to students in local schools across the country."If you serve a child a rotten hamburger in America, federal, state, and local agencies will investigate you, summon you, close you down, whatever. But if you provide a child with a rotten education, nothing happens, except that you're liable to be given more money to do it with. Well, we've discovered that money alone isn't the answer." Ronald Reagan [US President 1980-88] It is time to address the rotten education our children are receiving. The Cartel A feature documentary on how American public education primarily serves its employees, not its children. Be sure to see this film when it is released. Until then, visit this website for reactions and to view a trailer. Linked Index to Mathematically Sound Foundations Math Math StandardsNational Standards Math Textbooks/Programs Info & ReviewsHigh School Math TextsHolt Algebra 1, Algebra 2, and GeometryGlencoe Algebra 1, Algebra 2, and GeometryCore-Plus Mathematics Project CPMDiscovering Mathematics SeriesMiddle Grades Math TextsMath Connect 6-8 Math Expressions Math Connects
Math Humor Math QuotesPublications of Interest School Board Information & Issues Seattle School Board and Meetings 21st Century Skills News Videos School Reform & Misc Charter SchoolsLinks Taking Action Math Placement and Practice Tests----------------------------------------------------------------------------------------------------------------------------------------------------- Articles of Interest Jay Greene's Op-Ed: Schools Don't Need Snake Oil Posted on 2/3/2009 The op-ed below was printed on Sunday, Feb. 1, 2009, by The Morning News. Fayetteville Public Schools Need Evidence, Not Snake-Oil Independent Thinking Reuben Hersh What is conceptual understanding? Devlin's Angle The Mathematical Association of America September 2007 Keith Devlin Mathematician Keith Devlin is the Executive Director of the Center for the Study of Language and Information at Stanford University and The Math Guy on NPR's Weekend Edition. Devlin's most recent book, Solving Crimes with Mathematics: THE NUMBERS BEHIND NUMB3RS, is the companion book to the hit television crime series NUMB3RS, and is co-written with Professor Gary Lorden of Caltech, the lead mathematics adviser on the series. Instructional Implications of David C. Geary’s Evolutionary Educational Psychology John Sweller School of Education University of New South Wales, Australia EDUCATIONAL PSYCHOLOGIST, 43(4), 214–216, 2008 | It would be easy to make a sweeping generalization that everyone must study calculus or risk being left behind in today’s technologically advanced industrial society. However, we will always live in a society in which there is plenty of demand for people who will pick up animal carcasses off the highway and staff the guardhouses at the local retirement villages. But it is also true that most of the higher-paying jobs, particularly those in emerging high-technology industries, require some mathematical aptitude. More and more, the ability to converse knowledgeably about quantitative ideas and to understand mathematical concepts is becoming the prerequisite for a successful career. Weaver, Jefferson Hane. Conquering Calculus: The Easy Road to Understanding Mathematics. Plenum Press, NY. 1998. Math Standards fun: Order numerals from 1 to 10. I'll have a 6 with ketchup and onions and a 9 on the side. To go please. Thank you very much. “You can buy mathematical software, for less than $50, that will compute for you the derivatives of any functions you are ever likely to run across. So why should you learn how to compute derivatives for yourself? A reasonable answer is that you should know enough of what is going on to have an idea of what kinds of answers to expect, so that you can at least monitor that you are using the software and entering formulas correctly. If you have no idea of what to expect in the way of an answer, you will have nothing to clue you in to the fact that, for example, you might have made a typo entering the formula of the function to be differentiated. The reason for learning not only the formulas for computing derivatives, but also how to compute some derivatives from the definition, is to see that the rules and formulas for derivatives are not magical – they come from somewhere, and can be figured out and understood by real human beings. Education should not be a matter of memorizing mysterious formulas – it should be a matter of understanding. Quote from the book Calculus by Elliot C. Gootman, Ph.D.  |
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