>Before the Math Professors letters get misrepresented as some kind of incendiary hate speech I wanted to republish the following letters so you can make up your own mind.
Subject: Re: Common Ground Report
Dear Ridgewood Neighbor,
A number of people have attempted to claim that the Common Grounds
document means that we regard programs like TERC’s Investigations as acceptable. Nothing could be further from the truth. It got to the point that the two mathematicians among the authors, Wilfried Schmid and I, were forced to provide a joint clarifying statement, and I append it below.
Just to be entirely clear, I can’t speak for Wilfried beyond what we say
jointly in our statement below, however my personal view is that TERC is
the second most mathematically illiterate and damaging program I have ever
seen. The first, MathLand, was one of the main reasons I got involved in
issues of mathematics education, but Investigations is so little better
than that horror that it is scarsely possible to discern the difference
between the results for the students subjected to these programs.
Here is the joint statement that I mentioned above:
The following is a joint statement from
Wilfried Schmid
Professor of Mathematics
Harvard University
and
R. James Milgram
Professor of Mathematics
Stanford University
It has been suggested that our views on K-12 mathematics education have undergone a recent change. Not at all — we have consistently maintained that mathematics education must strive for a proper balance between mathematical reasoning, problem solving, and computational facility.
Mathematical reasoning requires not only accurate definitions, but also examples of precise reasoning with these definitions. In our view, all of the NSF funded curricula fall short of giving students the essential tools to reason accurately.
Basic number skills continue to be vitally important. Beyond the everyday use of arithmetic, these skills provide a crucial foundation for the higher level mathematics essential for today’s and tomorrow’s workplace. The NSF funded curricula generally encourage overuse of calculators, do not give students sufficient support to achieve automatic recall of basic number facts, do not teach algorithms properly, and pay insufficient attention to the arithmetic of fractions. We regard the K-5 program “Investigations in Number, Data, and Space” (TERC) as especially deficient.
R. James Milgram
Wilfried Schmid