>Los Angeles Daily News
May 31, 1996
HOW EXPERTS DUMB DOWN MATH EDUCATION

by David Klein and Jerry Rosen

Education experts, university administrators, and professors bear a special responsibility for the problems in our public schools. As math professors at California State University, Northridge, we have been confronted with policies and ideologies which mediocritize K-12 mathematics education.

We have the highest regard for public school math teachers and in no way do we diminish their abilities, dedication, and achievements, under adverse circumstances. But it is difficult to attribute their successes to the kind of undergraduate education they would receive at CSUN.

CSUN has five sets of course sequences leading to a bachelors degree in mathematics. One such sequence is designed for future secondary teachers. It is the weakest of the five. The courses required for the “secondary teaching” B.A. degree in mathematics are watered down versions of the courses for the other non teaching options. The capstone course of undergraduate mathematics, which explains why calculus “works,” is required of all students seeking a Bachelors degree in mathematics, except from those who intend to become secondary school teachers. These future teachers may very well teach calculus in high school, yet they are not required to understand it at the same level as the other math majors. The future teachers we have had in our classes compare favorably with other math majors. It is an insult to the teaching profession to impose these lower standards and one not unique to CSUN.

The 1992 Mathematics Framework for California Public Schools governs, to a considerable extent, the mathematics curriculum in California’s public schools. It is a model of mediocrity. The Framework recommends that calculators be issued to kindergartners and used in all K-12 grades; it strongly discourages placing students by ability or achievement; it advocates that teachers do more “facilitating” and less “teaching;” it discourages testing, and promotes portfolios, “authentic assessment,” and “holistic scoring rubrics;” it de-emphasizes basic skills and promotes “cooperative work” over individual responsibility. In short, it is the bible of “fuzzy math.”

Although university level education experts support it, many courageous high school math teachers denounce the “new new math” or “fuzzy math” of the Framework. During a recent meeting at CSUN with eight high school math teachers, we learned that they re-bind their heavily used traditional math books because they don’t want to use the new texts which incorporate the principles of the Framework. Students at other schools may not be so lucky.

Why is this kind of mediocrity promoted by so many education professors and education experts? We suggest that it is simply good intentions gone awry, resulting in institutionalized “liberal racism.” Liberal education experts fear that minority students can’t learn real math because of “cultural differences.” They recognize that it would be preposterous to lower standards only for those students while maintaining high standards for other groups. Thus, the education experts lower standards for everyone, with “authentic assessment” replacing hard-core, standardized tests, and so-called “higher order thinking” supplanting basic skills.

The clearest refutation of the racism disguised by the Framework comes from the work of Jaime Escalante, the teacher who was immortalized in the movie, “Stand and Deliver.” Mr. Escalante proved beyond any doubt that minority students from poor neighborhoods can do as well in mathematics as any other group. His methods were traditional and “non fuzzy.”

As with “Whole Language Learning,” education professors will indoctrinate pre-service teachers in the “new new math.” As time goes on, it will be harder to undo the damage. A component of this “fuzzy math” approach is to encourage unearned self-esteem and some students, parents, and even teachers may be misled into a false sense of achievement.

More than 2,000 years ago, Ptolemy asked Euclid if geometry could not be mastered by an easier process than by studying the Elements. Euclid gave his oft quoted reply, “There is no royal road to geometry.” Though education experts might wish it otherwise, learning mathematics requires hard work and hard work has no substitute. Teachers and students in other countries understand that time-tested principle better than we do and this bodes ill for our future. For the sake of our children and our society, for the sake of our future, it is time to demand real standards in our schools and universities.

>A public hearing has been scheduled to solicit comment on the proposed 2007 Municipal Budget and tax resolution. The hearing will be held at Village Hall, in the Sydney V. Stoldt, Jr. Court Room, on Wednesday, May 9 @ 8:00 PM.

https://www.ridgewoodnj.net/pdf/07BN3.pdf

>The Fly on the wall has just heard that BOE members might appoint Ridgewood’s newest Public Schools Superintendent during their scheduled 5/14/07 Public Meeting.

It is rumored that the proposed appointee will reside on Long Island, NY and commute to Ridgewood in a taxpayer funded automobile, with expenses for fuel and tolls being completely covered by Ridgewood taxpayers as well.

The appointee’s negotiated salary is rumored to be in the $260-270K range, with an agreement that he/she will work from home 1-2 days per week.

Nice work, if you can get it, heh?

Readers comment;

Don’t let the BOE get away with this! The education tax increase is NOT for transporting an official NOT CHOSEN by the community, without public approval, back and forth from his home in Long Island. This is not the Superintendent we need for our district. Please write our BOE officials to protest this.

Correct E-Mail Addresses For Ridgewood BOE Members
Mark Bombace, President – mbombace@ridgewood.k12.nj.us
Joseph Vallerini, Vice President – jvallerini@ridgewood.k12.nj.us
Shelia Brogan – sbrogan@ridgewood.k12.nj.us
Bob Hutton – rhutton@ridgewood.k12.nj.us
Michelle Lenhard – mlenhard@ridgewood.k12.nj.us

>A Failure to Produce Better Students
by Senator Robert Byrd

As part of the Congressional debate on education legislation, Senator Robert Byrd gave a speech on the Senate floor about the mathematics education reform movement–what he and others have termed the “new-new math.” Here, from the Congressional Record of June 9, 1997 (Page S5393) are his remarks:

Mr. BYRD. Mr. President, over the past decade, I have been continually puzzled by our Nation’s failure to produce better students despite public concern and despite the billions of Federal dollars which annually are appropriated for various programs intended to aid and improve education. Not long ago, I asked a high ranking administration official during an Appropriations Committee hearing why, in his opinion, we were not doing a better job of educating our Nation’s youth in light of the billions of dollars we have been spending over these past several years. The answer I got was not very illuminating.

Mr. President, our children still rank behind those of many other nations of the world with which we will have to compete for the jobs of the future. Particularly in mathematics, where our kids will have to be especially skilled, the United States ranks 28th in average mathematics performance according to a study of 8th graders published in 1996. Japan ranked third. A closer look at the current approach to mathematics in our schools reveals something called the “new-new math.” Apparently the concept behind this new-new approach to mathematics is to get kids to enjoy mathematics and hope that that “enjoyment” will lead to a better understanding of basic math concepts. Nice thought, but nice thoughts do not always get the job done.

Recently Marianne Jennings, a professor at Arizona State University, found that her teenage daughter could not solve a mathematical equation. This was all the more puzzling because her daughter was getting an A in algebra. Curious about the disparity, Jennings took a look at her daughter’s algebra textbook, euphemistically titled, “Secondary Math: An Integrated Approach: Focus on Algebra.” Here it is-quite a handsome cover on the book. After reviewing it, Jennings dubbed it “Rain Forest Algebra.” I have recently obtained a copy of the same strange textbook–this is it, as I have already indicated–and I have to go a step further and call it whacko algebra.

This textbook, written by a conglomerate of authors, lists 5 so-called “algebra authors,” but it boasts 20 “other series authors” and 4 “multicultural reviewers.” We are talking about algebra now. Why we need multicultural review of an algebra textbook is a question which I would like to hear someone answer, and the fact that there are 4 times as many “other series authors” as “algebra authors” in this book made me suspect that this really was not an algebra textbook at all.

A quick look at the page entitled “Getting Started” with the subheading “What Do You Think?” quickly confirmed my suspicions about the quirky fuzziness of this new-new approach to mathematics. Let me quote from that opening page. In the twenty-first century, computers will do a lot of the work that people used to do. Even in today’s workplace, there is little need for someone to add up daily invoices or compute sales tax. Engineers and scientists already use computer programs to do calculations and solve equations.

What kind of a message is sent by that brilliant opening salvo? It hardly impresses upon the student the importance of mastering the basics of mathematics or encourages them to dig in and prepare for the difficult work it takes to be a first-rate student in math. Rather it seems to say, “Don’t worry about all of this math stuff too much. Computers will do all that work for us in a few years anyway.” Can you imagine such a goofy passage in a Japanese math textbook? I ask what happens if the computer breaks down or if we forget and leave the pocket calculator at home? It appears that we may be on the verge of producing a generation of students who cannot do a simple mathematical equation in their heads, or with a pencil, or even balance a checkbook.

The “Getting Started” portion of the text goes on to extol the virtues of teamwork, to explain how to get to know other students and to ask how teamwork plays a role in conserving natural resources. What, I ask, what in heaven’s name does this have to do with algebra? I took algebra instead of Latin when I was in high school. I never had this razzle-dazzle confusing stuff.

Page 5 of this same wondrous tome begins with a heading written in Spanish, English, and Portuguese, a map of South America and an indication of which language is spoken where. Pythagoras would have been scratching his head by this time and, I confess, so was I.

This odd amalgam of math, geography and language masquerading as an algebra textbook goes on to intersperse each chapter with helpful comments and photos of children named Taktuk, Esteban, and Minh. Although I don’t know what happened to Dick and Jane, I do understand now why there are four multicultural reviewers for this book. However, I still don’t quite grasp the necessity for political correctness in an algebra textbook. Nor do I understand the inclusion of the United Nations Universal Declaration of Human Rights in three languages or a section on the language of algebra which defines such mathematically significant phrases as, “the lion’s share,” the “boondocks,” and “not worth his salt.”

By the time we get around to defining an algebraic expression we are on page 107. But it isn’t long before we are off that boring topic to an illuminating testimony by Dave Sanfilippo, a driver with the United Parcel Service. Sanfilippo tells us that he “didn’t do well in high school mathematics …” but that he is doing well at his job now because he enters “… information on a pocket computer …”–hardly inspirational stuff for a kid struggling with algebra.

From there we hurry on to lectures on endangered species, a discussion of air pollution, facts about the Dogon people of West Africa, chili recipes and a discussion of varieties of hot peppers–no wonder our [Senate] pages are having difficulty containing themselves. They are almost in stitches–what role zoos should play in today’s society, and the dubious art of making shape images of animals on a bedroom wall, only reaching a discussion of the Pythagorean Theorem on page 502. By this time I was thoroughly dazed and unsure of whether I was looking at a science book, a language book, a sociology book or a geography book. In fact, of course, that is the crux of the problem. I was looking at all of the above.

This textbook tries to be all things to all students in all subjects and the result is a mush of multiculturalism, environmental and political correctness, and various disjointed discussions on a multitude of topics which certainly is bound to confuse the students trying to learn and the teachers trying to teach from such unfocused nonsense. It is not just nonsense, it is unfocused nonsense, which is even worse.

Mathematics is about rules, memorized procedures and methodical thinking. We do memorize the multiplication tables, don’t we? Else how will one know that nine 8s are 72 and that eight 9s are 72. This new-new mush-mush math will never produce quality engineers or mathematicians who can compete for jobs in the global market place. In Palo Alto, CA, public school math students plummeted from the 86th percentile to the 56th in the first year of new-new math teaching. This awful textbook obviously fails to do in 812 pages what comparable Japanese textbooks do so well in 200. The average standardized math score in Japan is 80. In the United States it is 52.

When my staff contacted Marianne Jennings to obtain a copy of this textbook, I did learn one good thing about it. She told my staff that because of public outcry the public schools in her area have discontinued its use and have gone back to traditional math textbooks. Another useful purpose has been served by my personal perusal of this textbook. I now have a partial answer to my question about why we don’t produce better students despite all the money that Federal taxpayers shell out.

The lesson here is for parents to follow Marianne Jennings’ lead and take a close look at their children’s textbooks to be sure that the new-new math and other similar nonsense has not crept into the local school system. All the Federal dollars we can channel for education cannot counteract the disastrous effect of textbooks like this one. They will produce dumb-dumb students and parents need to get heavily involved to reverse that trend now!

>Many residents have indicated that a parking garage is not needed in downtown Ridgewood. Improvements to existing surface parking lots would suffice, they say. Others say “yes” to a garage, but “no” to its proposed location on North Walnut Street. What do you think?
Do we really need a 50 foot high parking structure, and is North Walnut Street the right place to build it?

>The Fly on the wall regularly notices several RHS students waiting for eastbound public buses at Ridgewood and Van Dien Avenues. Is it possible that these students live outside of Ridgewood and are illegally enrolled in our system? Has the BOE recently performed a residency verification check on 100% of all current RHS students?

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>the Fly on the Wall has learned….Congressmen Scott Garrett was out touring the flooded zones in the district this past weekend. He sent press releases to local papers and asked reporters to tour with the Congressman but the papers just don’t cover us. Scott’s even taken on New York State by sending a personal letter to request the state lower it’s reservoirs to handle their flood water instead of dumping it on us. He was out front and received little credit. Much of the flooding has come from NY State keeping their reservoirs at 100% and then opening the flood gates to protect themselves during high rain. NJ floods, NY is dry. Unfortunately the papers have unlimited bias! They simply refuse to cover Scott even when he’s out doing the same or more than the Democrats are doing. The papers make it look like he hasn’t done anything when in fact he’s done a great deal. Scott’s office was out front, taking care of the towns and people that flooded. The very morning of the flooding, Scott’s legislative office called every town in the district to assess the damage in each town. He met with towns and people personally that flooded. He and his legislative staff worked quietly and efficiently to get the job done. It’s a shame the papers only want to cover dog and pony shows but don’t honor the hard work of Scott and his legislative aides.

>Monday, April 30, 2007 to Sunday, April 1, 2007

ISP’s 3437 6704 HITS

Thank you again for making the Ridgewood Blog the number 1 local news site in New Jersey .

>Stuart Portney, president of The Metro Company, a real estate, planning, housing, finance, and development consulting group based in Jersey City, presented a draft Central Business District redevelopment plan to Village Council members during last night’s Council Work Session.

The redevelopment plan’s sole purpose is to legalize construction of a 50 foot high, 4-story, 300+ space parking garage on the northwest corner of North Walnut Street and Franklin Avenue. As currently planned, the structure will incorporate retail space on floor one, and parking on floors two through four.

Although a development company and architect have not yet been selected, Jeff Wells, principal owner of Wells Associates, an architectural firm with close ties to the Village, was present in the audience during Mr. Portney’s presentation. It is rumored Mr. Wells is also a member of the real estate investment group that recently purchased 120 Franklin Avenue, the former Town Garage property, which must be acquired by the Village to facilitate construction of the proposed parking structure.

A revised redevelopment plan will be submitted for Council approval within one week. Once Council members approve the plan, it will be forwarded to Planning Board members for review and endorsement.

>

>Ok so first it was the smoking ban, now it’s the underage drinking in my own house ban…oh brother! Do you really want to live in a world were everything you do in your life is regulated by the same Village Hall that has a plumbing problem? Folks the more responsibility you are willing to give up the less personal freedom you will have to exercise.

It seems no matter what you do, it is guaranteed to offend somebody. So first its NO smoking, then its NO drinking, NO talking, NO smiling, NO religion, NO Parking, NO fishing, NO Swimming, NO Dancing, NO swearing, No Driving, NO fun yes absolutely NO FUN.

Sorry but I am not going to let this government or any other run my life for me. They have demonstrated by there actions that they are singularly unqualified. I will exercise my personal responsibility and run my own life thank you comrade and be prepared to take the consequences for my actions. I suggest everyone start acting like grown ups ,you might actually like it.

PJ

>CHANGE OF MEETING LOCATION – Discussion of a proposed Municipal Ordinance to
Prohibit Underage Drinking on Private Property at 7:30pm in the Ridgewood
Public Library Auditorium.

Experts and School Administrators will discuss the benefits of this proposed
ordinance that has been adopted by 52 out of 73 Bergen County towns.

Information: 201/670-5560

>The Ridgewood Maroons Soccer Club is conducting tryouts for the fall 2007 and spring 2008 seasons on Saturday, June 2, and Saturday, June 9. Children born between 8/1/93 and 7/31/00 are eligible. Any child entering second grade in the fall of 2007 and born after 7/31/00 is also eligible. The Maroons Soccer Club is a member of the highly competitive Northern Counties Soccer Association league as well as the New
Jersey State Youth Soccer Association. Last fall, the Maroons sponsored 32 teams with more than 500 youth players. Please see the website at www.maroonssc.org for more details on tryout locations and times as well as more information on the club.

>The RBSA is again offering its Summer Recreational Softball program for all girls entering 1st grade through high school. Drills, contests and games will be specialized for all ages, allowing for small-group and individual attention, as well as whole-group activities. The camp runs weekdays at Veterans Field, June 25 to August 3. There are two sessions per day, 10 to 12 noon and 1 to 3 PM. The program will be run by Gary Muzio, long time head coach and program director of the RBSA’s highly successful 14 & under travel program. He will again be assisted by some of his former players, including RHS legendsEllen Seavers, Jackie Tyler and pitching coach Julia Jacobs, all now enjoying college softball careers, and current RHS players. The fee is $70 per week, $325 for five weeks or $360 for all six weeks. Sign-up forms are available at the Stable or at www.rbsa.us. For more information, contact Gary Muzio, at 201-445-2718 or email at muzrd@optonline.net