Respondents focus their brief on arguing that no reasonable school board would adopt “inquiry-based” high school mathematics textbooks instead of “direct instruction” textbooks. There are “dueling experts” and other conflicting evidence regarding the best available material for teaching high school math, and the Seattle School Board (“the Board”) gave due consideration to both sides of the debate before reaching its quasi legislative decision to adopt the Discovering series and other textbooks on a 4-3 vote.

The trial court erred by substituting its judgment for the Board’s in determining how much weight to place on the conflicting evidence. Several of the “facts” alleged in the Brief of Respondents (“BR”) are inaccurate, misleading, or lack any citation to the record in violation of RAP l0.3(a)(4). The Court should have an accurate view of the facts in the record to decide the important legal issues in this case. The Board is, therefore, compelled to correct any misimpressions that could arise from an unwary reading of respondents’ characterization of the facts.Much more on the successful citizen lawsuit overturning the Seattle School District’s use of Discovery Math, here. http://seattlemathgroup.blogspot.com/. Clusty Search: Discovery Math.

Local links: Math Task Force, Math Forum Audio/Video and West High School Math Teachers letter to Isthmus.

On Monday, June 21st, we filed our “Brief of Respondent” in the School District appeal of Judge Spector’s decision. (Sorry to be late in posting it to this blog; our attorney left town after sending me hard copy, but neglected to email an electronic version of the document we filed.) A link to the brief can be found in the left-hand column, below, under “Legal Documents in Textbook Appeal.”

There’s no new information, either in the District’s brief or our response. You might notice that, rather than acknowledge the catalog of unrelated miscellany in the Seattle Public School District’s brief, our attorney, Keith Scully, chose to essentially restate our original case, upon which Judge Spector ruled favorably. He did emphasize certain statements which pertained to claims in the District’s brief.

I think Keith has, once again, done a masterful job.

The District’s Appeal Brief is in — A link to the appeal is shown on the lower left.

The Seattle School District’s first brief in its appeal of Judge Spector’s decision was filed on Friday. To me, it is not surprising that its arguments are weak. I don’t think we could ever have scored this unprecedented victory had our case not been extremely well founded. Nonetheless, one can’t predict what the appeals panel will rule.

Basically, the brief restates the district’s original contention that, because the specified process was followed, any decision made by the board, (I might add — regardless of how it flouted overwhelming evidence) must stand. Also, the brief misstates and misinterprets many aspects of our case. One of the most egregious examples is the contention that the court overstepped its authority by making a decision on curriculum. Not so – the court simply remanded the board’s decision back to the board on the basis of the lack of evidence to support the decision.

We have 30 days to file our response brief (by June 21), and SPS has 15 days after (by July 6) to file its rebuttal. Our attorney tells me that a hearing will be scheduled after all briefs have been filed.Much more on the initial, successful rollback of Seattle’s Discovery Math program here

Today we received notice of the Seattle School District’s decision to appeal the Decision of Judge Spector which required the SPS board to reconsider its high school math text adoption vote.

I am deeply disappointed that SPS will funnel more resources into this appeal, which, I suspect, will be more costly than following the judge’s instruction to reconsider.

Our attorney tells me: “…. I’ll put in a notice of appearance, and then we wait for the District to complete the record by having the documents and transcripts transmitted to the Court of Appeals. They write the first brief, due 45 days after the record is complete.

For entertainment value read the Discovering Math Q&A in this article in the Seattle Times. The Discovering Math guy (1) doesn’t always answer the question asked, (2) answers but doesn’t address the topic properly – see the question on if Discovering Math is “mathematically unsound” and (3) sounds like he works for the district.

Here’s one example:

The Discovering books have been criticized by parents, but they’ve been the top pick of a couple of districts in our area, including Seattle and Issaquah. Any thoughts on why the textbooks seem to be more popular with educators than with parents?

Ryan: I think because (parents) lack familiarity — this doesn’t look like what I was taught. I don’t know how you get students to a place where more is required of them by repeating things that have been done in the past. That’s not how we move forward in life.

What?Much more on the successful community lawsuit vs. the Seattle School District’s implementation of Discovery Math. Math Forum audio / video.

“What’s a court doing making a decision on math textbooks and curriculum?” This question and its associated harrumphs on various education blogs and online newspapers came in reaction to the February 4, 2010 ruling from the Superior court of King County that the Seattle school board’s adoption of a discovery type math curriculum for high school was “arbitrary and capricious”.

In fact, the court did not rule on the textbook or curriculum. Rather, it ruled on the school board’s process of decision making–more accurately, the lack thereof. The court ordered the school board to revisit the decision. Judge Julie Spector found that the school board ignored key evidence–like the declaration from the state’s Board of Education that the discovery math series under consideration was “mathematically unsound”, the state Office of the Superintendent of Public Instruction not recommending the curriculum and last but not least, information given to the board by citizens in public testimony.

The decision is an important one because it highlights what parents have known for a long time: School boards generally do what they want to do, evidence be damned. Discovery type math programs are adopted despite parent protests, despite evidence of experts and–judging by the case in Seattle–despite findings from the State Board of Education and the Superintendent of Public Instruction.

Key Curriculum Press is in quite a snit over the Court’s decision about the high school textbooks.

Check out this web page they wrote in response.Much more on the recent successful community vs. Seattle School District Discovery Math court case here.

107K PDF. Much more on the citizen’s successful lawsuit vs. the Seattle Public Schools here.

Judge Julie Spector’s decision [69K PDF], via Martha McLaren:

THIS MATTER having come on for hearing, and the Court having considered the pleadings, administrative record, and argument in this matter, the Court hereby enters the following Findings of Fact, Conclusions of Law, and Order:

FINDINGS OF FACT

1. On May 6, 2009, in a 4-3 vote, the Seattle School District Board of Directors chose the Discovering Series as the District’s high school basic math materials.

a. A recommendation from the District’s Selection Committee;

b. A January, 2009 report from the Washington State Office of Public Instruction ranking High School math textbooks, listing a series by the Holt Company as number one, and the Discovering Series as number two;

c. A March 11, 2009, report from the Washington State Board of Education finding that the Discovering Series was “mathematically unsound”;

d. An April 8, 2009 School Board Action Report authored by the Superintendent;

e. The May 6, 2009 recommendation of the OSPI recommending only the Holt Series, and not recommending the Discovering Series;

f. WASL scores showing an achievement gap between racial groups;

g. WASL scores from an experiment with a different inquiry-based math text at Cleveland and Garfield High Schools, showing that W ASL scores overall declined using the inquiry-based math texts, and dropped significantly for English Language Learners, including a 0% pass rate at one high school;

h. The National Math Achievement Panel (NMAP) Report;

1. Citizen comments and expert reports criticizing the effectiveness of inquiry-based math and the Discovering Series;

J. Parent reports of difficulty teaching their children using the Discovering Series and inquiry-based math;

k. Other evidence in the Administrative Record;

I. One Board member also considered the ability of her own child to learn math using the Discovering Series.

3. The court finds that the Discovering Series IS an inquiry-based math program.

4. The court finds, based upon a review of the entire administrative record, that there IS insufficient evidence for any reasonable Board member to approve the selection of the Discovering Series.

CONCLUSIONS OF LAW

I. The court has jurisdiction under RCW 28A.645.010 to evaluate the Board’s decision for whether it is arbitrary, capricious, or contrary to law;

2. The Board’s selection of the Discovering Series was arbitrary;

3. The Board’s selection of the Discovering Series was capricious;

4. This court has the authority to remand the Board’s decision for further review;

5. Any Conclusion of Law which is more appropriately characterized as a

Finding of Fact is adopted as such, and any Finding of Fact more appropriately

characterized as a Conclusion of Law is adopted as such.

ORDER

IT IS HEREBY ORDERED:

The decision of the Board to adopt the Discovering Series is remanded for further proceedings consistent with this opinion.

Dated this 4th day of February, 2010.Melissa Westbrook has more.

Seattle Math Group Press Release:

Judge Julie Spector today announced her finding of “arbitrary and capricious” in the Seattle School Board’s May 6 vote to adopt the Discovering Math series of high school texts despite insufficient evidence of the series’ effectiveness.

Judge Spector’s decision states, “The court finds, based upon a review of the entire administrative record, that there is insufficient evidence for any reasonable Board member to approve the selection of the Discovering series.”

Plaintiffs DaZanne Porter, an African American and mother of a 9th-grade student in Seattle Public Schools, Martha McLaren, retired Seattle math teacher and grandparent of a Seattle Public Schools fifth grader, and Cliff Mass, professor of atmospheric science at the University of Washington, had filed their appeal of the Board’s controversial decision on June 5th, 2009. The hearing was held on Tuesday, January 26th, 2010

Can an algebra textbook be racist?

That’s what was argued Tuesday in a Seattle courtroom. Not overtly racist in that a book of equations and problem sets contains hatred or intolerance of others. But that its existence — its adoption for use in Seattle classrooms — is keeping some folks down.

“We’re on untested ground here,” admitted Keith Scully.

He’s the attorney who advanced this theory in a lawsuit challenging Seattle Public Schools’ choice of the Discovering series of math textbooks last year.

The appeal was brought by a handful of Seattle residents, including UW atmospheric-sciences professor Cliff Mass. It says Seattle’s new math books — and a “fuzzy” curriculum they represent — are harmful enough to racial and other minorities that they violate the state constitution’s guarantee of an equal education.

It also says the School Board’s choice of the books was arbitrary.

Mostly, Mass just says the new textbooks stink. For everyone. But he believes they will widen the achievement gap between whites and some minority groups, specifically blacks and students with limited English skills.

Terri Jo Neff: The Scottsdale Unified School District’s administration is scrambling to do damage control after a group of mothers discovered Governing Board President Jann-Michael Greenburg had access to a Google Drive full of personal information, documents, and photos of about 47 people, including children. An email sent out Wednesday evening by the SUSD’s Communications […]

Last year Seattle Public Schools selected new, “inquiry-based” math textbooks. Now there’s a lawsuit against the district over the Discovering Mathematics series of textbooks.

Do you have a child in school who is using the new textbooks? What is your experience with inquiry-based math education? KUOW’s Ross Reynolds is planning a show on Wednesday, February 3 in the 12 o’clock hour. We’d like to hear from you by Wednesday morning. Share your experience with KUOW by filling out the form below, or call 206.221.3663.

Barry Garelick, via email:

By way of introduction, I am neither mathematician nor mathematics teacher, but I majored in math and have used it throughout my career, especially in the last 17 years as an analyst for the U.S. Environmental Protection Agency. My love of and facility with math is due to good teaching and good textbooks. The teachers I had in primary and secondary school provided explicit instruction and answered students’ questions; they also posed challenging problems that required us to apply what we had learned. The textbooks I used also contained explanations of the material with examples that showed every step of the problem solving process.

I fully expected the same for my daughter, but after seeing what passed for mathematics in her elementary school, I became increasingly distressed over how math is currently taught in many schools.

Optimistically believing that I could make a difference in at least a few students’ lives, I decided to teach math when I retire. I enrolled in education school about two years ago, and have only a 15-week student teaching requirement to go. Although I had a fairly good idea of what I was in for with respect to educational theories, I was still dismayed at what I found in my mathematics education courses.

In class after class, I have heard that when students discover material for themselves, they supposedly learn it more deeply than when it is taught directly. Similarly, I have heard that although direct instruction is effective in helping students learn and use algorithms, it is allegedly ineffective in helping students develop mathematical thinking. Throughout these courses, a general belief has prevailed that answering students’ questions and providing explicit instruction are “handing it to the student” and preventing them from “constructing their own knowledge”–to use the appropriate terminology. Overall, however, I have found that there is general confusion about what “discovery learning” actually means. I hope to make clear in this article what it means, and to identify effective and ineffective methods to foster learning through discovery.

Garelick’s part ii on Discovery learning can be found here.

Related: The Madison School District purchases Singapore Math workbooks with no textbooks or teacher guides. Much more on math here.

Alberta Parents Union: We are urgently calling on Alberta to teach math teachers to teach math! That may seem like a silly request, but read on to find out which math-like-substance is being sold to teachers as “teaching math” now. It’s a perennial struggle in parent advocacy. Parents want to know the basics are being […]

My mom cried during the SpaceX launch. She’s a math teacher. “So many people in the education world want to get rid of advanced math for equity. I’m sick of it. Without math, this [launch] can’t happen. Kids need to be allowed to dream.” Spot on, mom 🇺🇸pic.twitter.com/LsGvs9WM5O — Max Meyer (@mualphaxi) November 18, 2023 […]

Bo Malmberg & Hannes Malmberg There is an intellectual thread that runs through all of these advances: measurement and calculation. Geometric calculations led to breakthroughs in painting, astronomy, cartography, surveying, and physics. The introduction of mathematics in human affairs led to advancements in accounting, finance, fiscal affairs, demography, and economics – a kind of social […]

Sharon Lurye: A few years ago she shifted her approach, turning to more direct explanation after finding a website on a set of evidence-based practices known as the science of math. “I could see how the game related to multiplication, but the kids weren’t making those connections,” said Stark, a math teacher in the suburbs […]

Wesley Crocket: Faculty members in the University of California (UC) system have begun to speak out against their campuses’ adoption of lower math standards in order to bolster diversity, equity, and inclusion (DEI). The controversy surrounds a policy enacted by a UC committee in 2020, which changed the admissions requirements for high school applicants in […]

Noah Smith: “The result of the educative process is capacity for further education.” — John Dewey A couple of weeks ago, Armand Domalewski wrote a guest post for Noahpinion about how the new California Math Framework threatened to dumb down math education in the state — for example, by forbidding kids from taking algebra before high school: […]

Lucy Kellaway: Some years ago, shortly before I left the Financial Times, I gave a talk at a literary event in Oxford. Put up your hand, I said to the audience, if you are useless at maths — whereupon the arms of around a third of them shot into the air. At the time, I […]

Summer Allen: A new study finds that high school students identify more with math if they see their math teacher treating everyone in the class equitably, especially in racially diverse schools. The study by researchers at Portland State University, Loyola University Chicago and the University of North Texas was published in the journal Sociology of […]

Ellen Gamerman: On RussianMathTutors.com, a site promoting a Soviet-era style of math instruction, a sample question involves Masha, a mom who bakes a batch of unmarked pies: three rice, three bean and three cherry. The student must determine how Masha can find a cherry pie “by biting into as few tasteless pies as possible.” While […]

Sumit Agarwal, Andrea Presbitero, André F. Silva, and Carlo Wix: We study credit card rewards as an ideal laboratory to quantify the cross-subsidy from naive to sophisticated consumers in retail financial markets. Using granular data on the near universe of credit card accounts in the United States, we find that sophisticated consumers profit from reward […]

Benjamin Franklin Elementary in Connecticut overhauled the way it taught — and the way it ran the classroom. Every minute counted

Sarah Mervosh: It’s just after lunchtime, and Dori Montano’s fifth-grade math class is running on a firm schedule. In one corner of the classroom, Ms. Montano huddles with a small group of students, working through a lesson about place value: Is 23.4 or 2.34 the bigger number? Nearby, other students collaborate to solve a “math […]

Alex Davies, Petar Veličković and Pushmeet Kohli: The practice of mathematics involves discovering patterns and using these to formulate and prove conjectures, resulting in theorems. Since the 1960s, mathematicians have used computers to assist in the discovery of patterns and formulation of conjectures1, most famously in the Birch and Swinnerton-Dyer conjecture2, a Millennium Prize Problem3. […]

Joe Hong: At the heart of the wrangling lies a broad agreement about at least one thing:The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores. Yet for all the sound and fury, the proposed framework, about 800-pages […]

Signatories: 1,105 as of November 5, 2021 California is on the verge of politicizing K-12 math in a potentially disastrous way. Its proposed Mathematics Curriculum Framework is presented as a step toward social justice and racial equity, but its effect would be the opposite—to rob all Californians, especially the poorest and most vulnerable, who always suffer most […]

The Economist: America has a maths problem. Its pupils have ranked poorly in international maths exams for decades. In 2018, American 15-year-olds ranked 25th in the oecd, a club of mostly rich countries. American adults ranked fourth-from-last in numeracy when compared with other rich countries. As many as 30% of American adults are comfortable only […]

Jacey Fortin: If everything had gone according to plan, California would have approved new guidelines this month for math education in public schools. But ever since a draft was opened for public comment in February, the recommendations have set off a fierce debate over not only how to teach math, but also how to solve […]

Scott Girard: Key findings include that classroom and school belonging are distinct and that teachers with more confidence in their ability to teach math had a stronger sense of classroom belonging among their students. The research also found there was no systematic difference in math classroom belonging across racial/ethnic groups or by gender. “I’m heartened […]

Joanne Jacobs: California’s new Mathematics Curriculum Framework has become a political hot potato, reports Lawrence Richard on Yahoo News. The state education board will postpone a decision on implementation for 10 months in response to critics who charged it would “de-mathematize math” and prevent high achievers from taking advanced classes. 2007 Math Forum Connected Math Discovery […]

Independent Institute: California is on the verge of politicizing K-12 math in a potentially disastrous way. Its proposed Mathematics Curriculum Framework is presented as a step toward social justice and racial equity, but its effect would be the opposite—to rob all Californians, especially the poorest and most vulnerable, who always suffer most when schools fail to teach […]

George Zacharopoulos, Francesco Sella & Roi Cohen Kadosh: Formal education has a long-term impact on an individual’s life. However, our knowledge of the effect of a specific lack of education, such as in mathematics, is currently poor but is highly relevant given the extant differences between countries in their educational curricula and the differences in […]

We need to get racial politics out of the equation before it’s too late.

Among all human endeavors, mathematics stands alone in terms of its beauty, universality, and innumerable applications. Though its role is often obscured by esoteric language, mathematics is behind almost all of humanity’s major advances in science and engineering. Bridges stand, planes fly, rockets carry us into space, and MRIs can see into our brains thanks […]

Elizabeth Green: When Akihiko Takahashi was a junior in college in 1978, he was like most of the other students at his university in suburban Tokyo. He had a vague sense of wanting to accomplish something but no clue what that something should be. But that spring he met a man who would become his […]

Caroline Downey: Democratic Virginia state Senator J. Chapman Petersen is one of many parents voicing concerns about a new racial equity push that would eliminate certain advanced placement classes in the state’s mathematics curriculum. The Virginia Mathematics Pathway Initiative (VMPI) would replace the traditional mathematics progression of Algebra 1, Geometry, and Algebra 2 courses with courses […]

Sergiu Klainerman: I am not at all qualified to introduce today’s guest writer, Sergiu Klainerman. I barely eked out a C+ in high school calculus, while Sergiu is a professor of mathematics at Princeton who specializes in the mathematical theory of black holes. He’s been a MacArthur fellow, a Guggenheim fellow and is a member […]

Greater Wrong: This is my second post investigating whether a terminal degree is practically ~necessary for groundbreaking scientific work of the 20th century. Mathematics seems like a great field for outsiders to accomplish groundbreaking work. In contrast to other fields, many of its open problems can be precisely articulated well in advance. It requires no […]

Thi My Lien Nguyen: In February, before the COVID-19 pandemic locked down cities and closed borders, I spent four days with about 50 mathematicians at the Oberwolfach Research Institute for Mathematics in the Black Forest of southern Germany. Most weeks of the year the institute hosts small gatherings focused on different areas of mathematics. I […]

Robby Soave: Math is a deeply frustrating subject for many elementary and high school students. But Seattle public schools are gearing up to accuse math of a litany of more serious crimes: imperialism, dehumanization, and oppression of marginalized persons. The district has proposed a new social justice-infused curriculum that would focus on “power and oppression” […]

Ben Eisen & Adrienne Roberts: Mr. Jones, now 22 years old, walked out with a gray Accord sedan with heated leather seats. He also took home a 72-month car loan that cost him and his then-girlfriend more than $500 a month. When they split last year and the monthly payment fell solely to him, it […]

Charlotte Yang: Chinese high school students generally outperform their western peers at math — at least, that’s what many in the country believe. That assumption was shattered Monday, when China placed a mediocre sixth at the 2019 Romanian Master of Mathematics (RMM), a major math competition for pre-university students. The U.S. won the championship for […]

Math from Three to Seven: A question of culture When I was a grad student at UC Berkeley (in the late 1980s), it was under- stood, among my American classmates, that the Eastern Europeans were simply better. They weren’t genetically superior; indeed, many of my Amer- ican classmates, myself included, were themselves descended from Eastern […]

James Tanton: It is astounding to me that mathematics – of all school subjects – elicits such potent emotional reaction when “reform” is in the air. We’ve seen the community response to the Common Core State Standards in the U.S., the potency of the Back to Basics movement in Alberta, Canada, and the myriad of […]

Chris Papst: Project Baltimore analyzed 2017 state test scores released this fall. We paged through 16,000 lines of data and uncovered this: Of Baltimore City’s 39 High Schools, 13 had zero students proficient in math. Digging further, we found another six high schools where one percent tested proficient. Add it up – in half the […]

Amber Walker: MMSD highlighted the success of the new math curriculum in its annual report, released last July. The report said the first cohort of schools using Bridges saw an eight-point increase in math proficiency scores and nine-point gains in math growth in one school year on the spring Measures of Academic Progress (MAP) exam […]

Slashdot.org: “I have two daughters now who are perfectly good in math, but they had one or two bad math teachers and they are done. That’s what happens to girls. They walk away from tech and science. And there’s something going on that is not just about the girls. There’s something going on with how […]

James Wollack and Michael Fish: Major Findings CORE-Plus students performed significantly less well on math placement test and ACT-M than did traditional students Change in performance was observed immediately after switch Score trends throughout CORE-Plus years actually decreased slightly Inconsistent with a teacher learning-curve hypothesis CORE-AP students fared much better, but not as well as […]

Kevin Carey: The problem, from a regulatory standpoint, is that they borrow a lot of money to obtain the degree — over $78,000 on average, according to the university. The total tuition is $62,593. And because it’s a graduate program, students can also borrow the full cost of their living expenses from the federal government, […]

Cory Koedel and Morgan Polikoff, via a kind Dan Dempsey email: Textbooks are one of the most widely used educational inputs, but remarkably little is known about their effects on student learning. This report uses data collected from elementary schools in California to estimate the impacts of mathematics textbook choices on student achievement. We study […]

Madison School District Administration (PDF): Project Description: MMSD has provided funding to support coursework in the content and teaching knowledge of middle school teachers of math. Toward that goal, a partnership was formed back in 2010 between the District, the UW-Madison School of Education, the UW- Madison Department of Mathematics, and the University of Wisconsin […]

James Astill: Yet my children’s experience of school in America is in some ways as indifferent as their swimming classes are good, for the country’s elementary schools seem strangely averse to teaching children much stuff. According to the OECD’s latest international education rankings, American children are rated average at reading, below average at science, and […]

Cédric Villani: Hidden truths permeate our world; they’re inaccessible to our senses, but math allows us to go beyond our intuition to uncover their mysteries. In this survey of mathematical breakthroughs, Fields Medal winner Cédric Villani speaks to the thrill of discovery and details the sometimes perplexing life of a mathematician. “Beautiful mathematical explanations are […]

Siobhan Roberts: Vladimir Voevodsky had no sooner sat himself down at the sparkling table, set for a dinner party at the illustrious Institute for Advanced Study in Princeton, New Jersey, than he overturned his empty wine glass, flipping bowl over stem and standing the glass on its rim—a signal to waiters that he would not […]

Barry Garelick, via a kind email: A video about how the Common Core is teaching young students how to do addition problems is making the rounds on the internet: http://rare.us/story/watch-common-core-take-56-seconds-to-solve-96/ Much ballyhoo is being made of this. Given the prevailing interpretation of Common Core math standards, the furor is understandable. The purveyors of these standards […]

Barry Garelick, via a kind email: All my classes were getting ready to take their first quiz later in the week. My second period class was the second-year Algebra 1 class. We were working on systems of linear equations covering the various ways of solving two equations with two unknowns. I was preparing for my […]

Princeton Press (PDF): The mathematics of ancient Iraq, attested from the last three millennia BCE, was written on clay tablets in the Sumerian and Akkadian languages using the cuneiform script, often with numbers in the sexagesimal place value system (§1.2). There have been many styles of interpretation since the discovery and decipherment of that mathematics […]

Ariel Starra, Melissa E. Libertus & Elizabeth M. Brannon:

The uniquely human mathematical mind sets us apart from all other animals. How does this powerful capacity emerge over development? It is uncontroversial that education and environment shape mathematical ability, yet an untested assumption is that number sense in infants is a conceptual precursor that seeds human mathematical development. Our results provide the first support for this hypothesis. We found that preverbal number sense in 6-month-old infants predicted standardized math scores in the same children 3 years later. This discovery shows that number sense in infancy is a building block for later mathematical ability and invites educational interventions to improve number sense even before children learn to count.

Two math-notebook pages recently authenticated as belonging to Abraham Lincoln suggest the 16th president, who was known to downplay his formal education, may have spent more time in school than usually thought.

And the Illinois State University math professors behind the discovery say the work shows Lincoln was no slouch, either.

Math professors Nerida Ellerton and Ken Clements said Friday at the university in Normal that they’d recently confirmed that the two pages were part of a previously known math notebook from Lincoln’s childhood. It was found in the archives of Houghton Library at Harvard University, where it remains.

The book, known as a cyphering book in Lincoln’s day, is a sort math workbook in which Lincoln wrote math problems and their answers. It’s the oldest known Lincoln manuscript.

For many young people who aspire to be scientists, the great bugbear is mathematics. Without advanced math, how can you do serious work in the sciences? Well, I have a professional secret to share: Many of the most successful scientists in the world today are mathematically no more than semiliterate.

During my decades of teaching biology at Harvard, I watched sadly as bright undergraduates turned away from the possibility of a scientific career, fearing that, without strong math skills, they would fail. This mistaken assumption has deprived science of an immeasurable amount of sorely needed talent. It has created a hemorrhage of brain power we need to stanch.

I speak as an authority on this subject because I myself am an extreme case. Having spent my precollege years in relatively poor Southern schools, I didn’t take algebra until my freshman year at the University of Alabama. I finally got around to calculus as a 32-year-old tenured professor at Harvard, where I sat uncomfortably in classes with undergraduate students only a bit more than half my age. A couple of them were students in a course on evolutionary biology I was teaching. I swallowed my pride and learned calculus.

I was never more than a C student while catching up, but I was reassured by the discovery that superior mathematical ability is similar to fluency in foreign languages. I might have become fluent with more effort and sessions talking with the natives, but being swept up with field and laboratory research, I advanced only by a small amount.

Fortunately, exceptional mathematical fluency is required in only a few disciplines, such as particle physics, astrophysics and information theory. Far more important throughout the rest of science is the ability to form concepts, during which the researcher conjures images and processes by intuition.

Days are getting longer, the weather is warmer. The smell of spring is in the air. But if you inhale deeply down by JSCEE, there’s another smell. It’s the smell of math. After years of sideways movement, the stars are aligned for systemic changes to math instruction in Seattle Public Schools.

When you look at Seattle kids’ math achievement against other urban districts, Seattle might seem to be doing OK. As a district-level statistic, we’re not too bad. But closer inspection of disaggregated data and the view from inside the system prompt a cry for help. Seattle still has a large number of struggling students and a persistent achievement gap which we can’t shake. Outside tutoring has become commonplace, with math as the most frequent remediation subject. However, recent national and state developments have identified common ground and outcome-proven methods which can serve as a model for Seattle.

This brings us around to a community support initiative for math education. Seattle has a math-focused School Board, and Seattle’s new superintendent, Jose Banda, came to Seattle from proven math success with a diverse student population in Anaheim. Recent news reports are that staff at JSCEE are planning a K-8 math instructional materials adoption soon. Examples of success are scattered through Seattle classrooms and it’s time for those successes to take root across the district.Related: Math forum audio/video and Seattle’s “Discovery Math” lawsuit.

Laurie Rogers, via a kind email:

Many of America’s public schools have incorporated “student-centered learning” models into their math programs. An adoption committee in Spokane appears poised to recommend the adoption of yet another version of a “student-centered” program for Grades 3-8 mathematics.

It’s critically important that American citizens know what that term means. Aspects of the Common Core State Standards initiatives are leading many districts to adopt new curricular materials that have “student-centered learning” as a centerpiece.

In Spokane Public Schools, student-centered learning (also known as “inquiry-based” learning or “discovery-based” learning or “standards-based” learning) has been the driver of curriculum adoptions for nearly 20 years. This approach has not produced graduates with strong skills in mathematics. Spokane now suffers from a dearth of math skills in most of its younger citizens.

Nor is Spokane alone with this problem. Student-centered learning has largely replaced direct instruction in the public-school classroom. It was pushed on the country beginning in the 1980s by the National Council of Teachers of Mathematics, the federal government, colleges of education, and various corporations and foundations. Despite its abject failure to produce well-educated students, student-centered learning is coming back around, again pushed by the NCTM, colleges of education, the federal government and various corporations and foundations.

In a previous blog post, I made the claim that much of the math curriculum is ordered based on historical precedent rather than conceptual dependencies. Some parts of the math curriculum we have in place is based on the order of discovery (not always, but mostly) and while other parts are taught out of pure habit: This is how I was taught, so this is how I’m going to teach. I don’t think this needs to be the case. In fact, I think that this is actually a detriment to students. If we want to produce a generation of mathematicians and scientists who are going to solve the difficult problems of today, then we need to address some of the recent advances in those fields to prepare them. Students should not have to “wait until college” to hear about “Topology” or “Quantum Mechanics”. We need to start developing the vocabulary for these subjects much earlier in the curriculum so that students are not intimidated by them in later years.

TWO plus two equals four: nobody would argue with that. Mathematicians can rigorously prove sums like this, and many other things besides. The language of maths allows them to provide neatly ordered ways to describe everything that happens in the world around us.

Or so they once thought. Gregory Chaitin, a mathematics researcher at IBM’s T. J. Watson Research Center in Yorktown Heights, New York, has shown that mathematicians can’t actually prove very much at all. Doing maths, he says, is just a process of discovery like every other branch of science: it’s an experimental field where mathematicians stumble upon facts in the same way that zoologists might come across a new species of primate.

Mathematics has always been considered free of uncertainty and able to provide a pure foundation for other, messier fields of science. But maths is just as messy, Chaitin says: mathematicians are simply acting on intuition and experimenting with ideas, just like everyone else. Zoologists think there might be something new swinging from branch to branch in the unexplored forests of Madagascar, and mathematicians have hunches about which part of the mathematical landscape to explore. The subject is no more profound than that.

One of the most frustrating aspects of working on the improvement of math education is dealing with an educational establishment that makes decisions based on fads and opinions rather than empirical facts.

Now, let us accept that there are different approaches to teaching mathematics, with a major divide between the “reform, discovery approaches” and the more “traditional, direct instruction” approaches. Reform/discovery approaches became the rage among the educational community in the 1990s and I believe it is a major, but not sole, reason that math performance has lagged.

As a scientist, it would seem to me that the next step is clear: test a variety of curriculum approaches in the classroom, insuring the class demographics are similar, and find out what works best. In short, do a carefully controlled experiment with proper statistics and find the truth in an empirical way. But what frustrates me is that such experimentation is virtually never done by the educational bureaucracy. They seem to go from fad to fad and student progress suffers. Reform math, Integrated Math, Teach for America, Whole Language, and many more.

Biology used to be about plants, animals and insects, but five great revolutions have changed the way that scientists think about life: the invention of the microscope, the systematic classification of the planet’s living creatures, evolution, the discovery of the gene and the structure of DNA. Now, a sixth is on its way – mathematics.

Maths has played a leading role in the physical sciences for centuries, but in the life sciences it was little more than a bit player, a routine tool for analysing data. However, it is moving towards centre stage, providing new understanding of the complex processes of life.

The ideas involved are varied and novel; they range from pattern formation to chaos theory. They are helping us to understand not just what life is made from, but how it works, on every scale from molecules to the entire planet – and possibly beyond.

The biggest revolution in modern biology was the discovery of the molecular structure of DNA, which turned genetics into a branch of chemistry, centred on a creature’s genes – sequences of DNA code that specify the proteins from which the gene is made. But when attention shifted to what genes do in an organism, the true depth of the problem of life became ever more apparent. Listing the proteins that make up a cat does not tell us everything we want to know about cats.

The Washington State Court of Appeals has reversed an earlier decision in King County Superior Court that found Seattle’s choice of a new high-school math series was arbitrary and capricious.

The appellate court found no basis for the Superior Court’s conclusion in February 2010 that the Seattle School board “was willful and unreasoning in coming to its decision” when it chose the Discovering Math series of textbooks for algebra and geometry in high school math.

The school district has been using the series since the start of the 2009 school year.

Some parents have criticized the Discovering Math series, saying it is inferior to other series and that its emphasis on verbal descriptions makes it difficult for some students to understand, especially those for whom English is a second language.Much more on the Seattle Discovery Math lawsuit, here.

I know that I’m inviting trouble with this, but something that Reader wrote in a comment on another thread piqued my interest. I would like to discuss only a narrow question. Please don’t expand the discussion.

Writing about Everyday Math and Singapore, Reader wrote: “The fact is, the newer curricula stress more problem solving and discovery. That is, it’s doing more than a lot of older curricula.”

Here’s my question: can problem-solving be taught?

I mean this in the nicest possible way and I don’t have an answer myself. I’m not sure, I’m asking. Can people be taught or trained in problem-solving techniques or is it a talent that some people just natively have more than others? Problem solving requires a certain amount of creativity, doesn’t it? It can require a flexibility of perspective, curiosity, persistence, and pattern recognition. Can these things be taught or trained?

Related: Math Forum audio/video links.

have an article in this Sunday’s Ideas section of the Boston Globe entitled Hard to find: Why it’s increasingly difficult to make discoveries – and other insights from the science of science. It discusses a scientific paper of mine published recently inScientometrics, which is the journal of the “science of science”. The journal article entitled Quantifying the Ease of Scientific Discovery (also freely available on the arXiv), discusses how to think mathematically about how scientific discovery becomes more difficult over time.

via a kind reader. Related: Connected Math, Math Forum audio/video, the successful Seattle Discovery Math lawsuit and the Madison School District Math Task Force (SIS links).

Thanks to all the people who have written, expressing your support and dedication to this effort, and also to those who have so generously made financial donations. We are many, many people nationwide standing in solidarity in our commitment to make effective math education accessible to all students.

I apologize to those who have looked for news recently on this blog: I’ve been following other math ed news, but little has been happening directly regarding our lawsuit, so I haven’t sat down to give updates.

In the last 6 weeks, there has been an outpouring of support for our lawsuit and its outcome, as well a surge of determination to deflect the tide of inquiry-based math instruction that has flooded so many of our schools. I’ve been very moved by letters from parents who have struggled (heroically, and often poignantly, it seems to me) to support their children in developing strong math skills despite curricula that they found confusing, unintelligible, and deeply discouraging. I strongly believe that, whether the Seattle School District’s appeal of Judge Spector’s decision succeeds or fails, the continuing legal action will only heighten public awareness of the tragic and devastating results of the nationwide inquiry-based math experiment. The public NEEDS TO KNOW about this debacle. I think/hope that our lawsuit and its aftermath are helping this to happen.

If you are a parent in cities such as Bellevue, Issaquah or Seattle, your kids are being short-changed–being provided an inferior math education that could cripple their future aspirations–and you need to act. This blog will tell the story of an unresponsive and wrong-headed educational bureaucracies that are dead set on continuing in the current direction. And it will tell the story of how this disaster can be turned around. Parent or not, your future depends on dealing with the problem.

Let me provide you with a view from the battlefield of the math “wars”, including some information that is generally not known publicly, or has been actively suppressed by the educational establishment. Of lawsuits and locking parents out of decision making.

I know that some of you would rather that I only talk about weather, but the future of my discipline and of our highly technological society depends on mathematically literate students. Increasingly, I am finding bright students unable to complete a major in atmospheric sciences. All their lives they wanted to be a meteorologist and problems with math had ended their dreams. Most of them had excellent math grades in high school. I have talked in the past about problems with reform or discovery math; an unproven ideology-based instructional approach in vogue among the educational establishment. An approach based on student’s “discovering” math principles, group learning, heavy use of calculators, lack of practice and skills building, and heavy use of superficial “spiraling” of subject matter. As I have noted before in this blog, there is no competent research that shows that this approach works and plenty to show that it doesn’t. But I have covered much of this already in earlier blogs.Related: Math Forum audio / video.

Martha McLaren, DaZanne Porter, and Cliff Mass:

Today Cliff Mass and I, (DaZanne Porter had to be at a training in Yakima) accompanied by Dan Dempsey and Jim W, had our hearing in Judge Julie Spector’s King County Superior Courtroom; the event was everything we hoped for, and more. Judge Spector asked excellent questions and said that she hopes to announce a decision by Friday, February 12th.

The hearing started on time at 8:30 AM with several members of the Press Corps present, including KIRO TV, KPLU radio, Danny Westneat of the Seattle Times, and at least 3 others. I know the number because, at the end, Cliff, our attorney, Keith Scully, and I were interviewed; there were five microphones and three cameras pointed towards us at one point.

The hearing was brief; we were done by 9:15. Keith began by presenting our case very clearly and eloquently. Our two main lines of reasoning are, 1) that the vote to adopt Discovering was arbitrary and capricious because of the board’s failure to take notice of a plethora of testimony, data, and other information which raised red flags about the efficacy of the Discovering series, and 2) the vote violated the equal education rights of the minority groups who have been shown, through WASL scores, to be disadvantaged by inquiry based instruction.

Realistically, both of these arguments are difficult to prove: “arbitrary and capricious” is historically a very, very difficult proof, and while Keith’s civil rights argument was quite compelling, there is no legal precedent for applying the law to this situation.

The School District’s attorney, Shannon McMinimee, did her best, saying that the board followed correct procedure, the content of the books is not relevant to the appeal, the books do not represent inquiry-based learning but a “balanced” approach, textbooks are merely tools, etc., etc. She even denigrated the WASL – a new angle in this case. In rebuttal, Keith was terrific, we all agreed. He quoted the introduction of the three texts, which made it crystal clear that these books are about “exploration.” I’m blanking on other details of his rebuttal, but it was crisp and effective. Keith was extremely effective, IMHO. Hopefully, Dan, James, and Cliff can recall more details of the rebuttal.

A lawsuit challenging the Seattle School District’s math curriculum went to trial Monday in King County Superior Court.

A group of parents and teachers say the “Discovering Math” series adopted last year does a poor job, especially with minority students who are seeing an achievement gap widen.

A spokeswoman for the Seattle School District, Teresa Wippel, says it has no comment on pending litigation.

KOMO-TV reports the district has already spent $1.2 million on Discovering Math books and teacher training.

On Tuesday, January 26th, at 8:30 AM, King County Superior Court Judge Julie Spector will consider an appeal by a group of Seattle residents (including yours truly) regarding the selection by Seattle Public Schools of the Discovering Math series in their high schools. Although this issue is coming to a head in Seattle it influences all of you in profound ways.

In this appeal we provide clear evidence that the Discovery Math approach worsens the achievement gap between minority/disadvantaged students and their peers. We show that the Board and District failed to consider key evidence and voluminous testimony, and acted arbitrarily and capriciously by choosing a teaching method that was demonstrated to produce a stagnant or increasing achievement gap. We request that the Seattle Schools rescind their decision and re-open the textbook consideration for high school.

To improve science and mathematics education for American children, the White House is recruiting Elmo and Big Bird, video game programmers and thousands of scientists.

President Obama will announce a campaign Monday to enlist companies and nonprofit groups to spend money, time and volunteer effort to encourage students, especially in middle and high school, to pursue science, technology, engineering and math, officials say.

The campaign, called Educate to Innovate, will focus mainly on activities outside the classroom. For example, Discovery Communications has promised to use two hours of the afternoon schedule on its Science Channel cable network for commercial-free programming geared toward middle school students.

Science and engineering societies are promising to provide volunteers to work with students in the classroom, culminating in a National Lab Day in May.

This site continues to mention math curricula challenges from time to time, and as long as I am around, and have community math experiences, it will continue to do so.

I try to visit Madison’s wonderful Farmer’s Market weekly. This past weekend, I purchased some fabulous raspberries from an older Hmong couple. Their raspberries are the best. Unfortunately, while I made my purchase, they asked how much change I was due, something I saw repeated with other buyers. They periodically have a younger person around to handle the transactions, or a calculator.

Purchasing tickets at high school sporting events presents yet another opportunity to evaluate high schooler’s basic, but ESSENTIAL math skills. A Dane County teenager could not make change from $10 for three $2 tickets recently. I have experienced this at local retail establishments as well.

Unfortunately, the “Discovery” approach to math does not appear work….

Barry Garelick, via email:

By way of introduction, I am neither mathematician nor mathematics teacher, but I majored in math and have used it throughout my career, especially in the last 17 years as an analyst for the U.S. Environmental Protection Agency. My love of and facility with math is due to good teaching and good textbooks. The teachers I had in primary and secondary school provided explicit instruction and answered students’ questions; they also posed challenging problems that required us to apply what we had learned. The textbooks I used also contained explanations of the material with examples that showed every step of the problem solving process.

I fully expected the same for my daughter, but after seeing what passed for mathematics in her elementary school, I became increasingly distressed over how math is currently taught in many schools.

Optimistically believing that I could make a difference in at least a few students’ lives, I decided to teach math when I retire. I enrolled in education school about two years ago, and have one class and a 15-week student teaching requirement to go. Although I had a fairly good idea of what I was in for with respect to educational theories, I was still dismayed at what I found in my mathematics education courses.

In class after class, I have heard that when students discover material for themselves, they supposedly learn it more deeply than when it is taught directly. Similarly, I have heard that although direct instruction is effective in helping students learn and use algorithms, it is allegedly ineffective in helping students develop mathematical thinking. Throughout these courses, a general belief has prevailed that answering students’ questions and providing explicit instruction are “handing it to the student” and preventing them from “constructing their own knowledge”–to use the appropriate terminology. Overall, however, I have found that there is general confusion about what “discovery learning” actually means. I hope to make clear in this article what it means, and to identify effective and ineffective methods to foster learning through discovery.

A group of Prince William County parents is mounting a campaign to repeal a new elementary school math curriculum, using an Internet discussion group and an online petition to gather support and fuel criticism.

The group, whose members include parents from such elementary schools as Westridge, Ashland and Springwoods as well as teachers from various schools, plans to present the Prince William County School Board in February with its petition, which has about 500 names. Parents in the group, whose Web site ( http://www.pwcteachmathright.com) lists several of their complaints, say that the Investigations curriculum is putting their children behind grade level and is too convoluted.

The group’s formation comes right after the school system presented a year-long study of the curriculum that showed 80 percent of second-graders and 70 percent of first-graders are proficient on all 10 subtests of the Stanford Diagnostic Mathematics Test. The school system wants to continue studying the program and incorporate data from student performance on the state Standards of Learning exams.

School Board member Julie C. Lucas (Neabsco) said in an interview that she wants to examine the program inside a classroom to assess its effectiveness. She added that she has been hearing positive reviews from at least one principal in her district but that she wants to withhold making public comments until she visits schools.

The Investigations program has been undergoing a phased-in implementation since the School Board adopted its materials in 2006. In the 2006-07 academic year, kindergarten through second grade started the program; this year, third-graders began it; and next year, fourth-graders will use the material.

Investigations teaches children new ways of learning mathematics and solving problems. For instance, a student may not need to learn how to add 37 and 23 by stacking the figures on top of each other, and carrying the numbers. They may learn to add up the tens and then combine the seven and three to arrive at 60.Related:

- Math Forum Audio / Video
- Madison School District’s Math Task Force
- Clusty Search: Math Investigations
- Teaching Math Right website:

Why this website?

…Because our children – ALL children – deserve a quality mathematics education in PWCS!!

In 2006 PWCS directed mandatory implementation of the elementary school mathematics curriculum TERC – “Investigations in Number, Data, and Space” in all PWCS elementary schools. The traditional, proven, successful mathematics program was abandoned for a “discovery learning” program that has a record of failure across the country.

Of all the VA Department of Education approved elementary math text/materials, “Investigations” least adequately supports the VA Standards of Learning. Yet it was somehow “the right choice” for PWCS children. Parents of 2nd and 3d graders are already realizing the negative impact of this program in only a year and a half’s worth of “Investigations.” Children subjected to this program end up two years behind where they should be in mathematics fluency and competency by the end of 5th grade. PWCS is committed to experimenting with our children’s future. We think our children and our tax dollars deserve better.

In the process of researching where the U.S. ranks internationally in science and math education, I discovered that one of the Democratic presidential candidates (the one who’s governor of a Southwestern state) keeps citing our nation’s current rank as No. 29 (or, on a good day, No. 28) after our having been No. 1 throughout the world.

Apparently neither statistic is true, however, which suggest that it may be Bill Richardson himself who needs a bit of remedial math.

This is not the first time our national educational system has been politicized. Fifty years ago, a global scientific effort called the International Geophysical Year (IGY) encompassed 11 Earth sciences: aurora and airglow, cosmic rays, geomagnetism, gravity, ionospheric physics, longitude and latitude determinations (precision mapping), meteorology, oceanography, seismology and solar activity.

The Soviet Union celebrated IGY by launching the first artificial satellite (Sputnik) one month into the event on Oct. 1, 1957. We countered with the discovery of the Van Allen radiation belts and the discovery of mid-ocean submarine ridges, which was an important confirmation of plate tectonics.

Immediately following the successful orbiting of Sputnik, attendant paranoia regarding U.S. loss of the space race converted our collaboration with the country into a major retooling of the nation’s school curricula. The focus would now be on science and mathematics.

It’s impossible to deny a general decline in these areas nationally versus India and a handful of other countries that emphasize science, technology, engineering and mathematics (STEM) education on a cultural level. In recent years, Minnesota has been adamant and resolute about creating and maintaining collaboration between the private and public sectors to improve these areas of learning among K-12 students statewide.

Math Excellence in Columbia Missouri Public Schools:

To: Columbia Public Schools Board of Education and Superintendent Phyllis Chase

An increasing number of parents and community leaders have expressed concern about the various math curricula currently used in the Columbia Public Schools (CPS). These experimental math programs go by the names of Investigations (TERC), Connected Math (CMP) and Integrated Math (Core Plus) and they emphasize “self-discovery” over mathematical competency. We are concerned because these curricula have been discredited and abandoned in other regions of the country after they failed to deliver demonstrable results. The failed curricula are currently the only method of instruction in the elementary grades and middle schools. At higher grade levels, CPS has actively discouraged students from enrolling in math courses that place more emphasis on widely accepted standard methods. And, while implementing and evaluating these programs, the Columbia School District did not provide open access to meetings or adequately consider the concerns of professional mathematicians, parents and community leaders.

Therefore, we, the undersigned, would like to express our deep concern with the following issues and to propose that the Columbia School District adopt the following goals:

1. Protect the right of students to become computationally fluent in mathematics. We expect students to receive direct instruction in standard algorithms of all mathematical operations and laws of arithmetic so that they can master the skills that allow fast, accurate calculation of basic problems. This goal cannot be met with the current Investigations/TERC math curriculum for lower grade levels.

2. Ensure that math instruction is flexible enough to allow for various learning styles and is age and grade-level appropriate. The elementary level should focus on math standards that will build a solid base of mathematical skills for ALL students. Middle school curricula should build a bridge between the fundamental arithmetic learned in elementary school and the more abstract concepts taught in high school. At both the elementary and middle school levels the curricula should allow teachers the flexibility to meet the needs of all types of learners. This goal cannot be met with the Connected Math program currently used in middle and junior high schools.Related: Columbia Parents’ blog site, which offers a number of useful posts. [RSS]

Math Forum Audio / Video.

Via a reader.

Leland McInnes: Mathematics education seems to be very subject to passing trends – surprisingly more so than many other subjects. The most notorious are, of course, the rise of New Math in the 60s and 70s, and the corresponding backlash against it in the late 70s and 80s. It turns out that mathematics education, at […]

Lynn Thompson: But they strongly believe that their math textbooks should include actual math. Donald’s “Connected Mathematics” book at Harbour Pointe Middle School in Mukilteo asks him to arrange a list of 20 cities in order of their populations, all in the tens of millions. Yes, he concedes, he must recognize differences among numbers, but […]

The Economist: Look around the business world and two things stand out: the modern economy places an enormous premium on brainpower; and there is not enough to go round. But education inevitably matters most. How can India talk about its IT economy lifting the country out of poverty when 40% of its population cannot read? […]

George Johnson: Last week, a reclusive Russian topologist named Grigory Perelman seemed to be playing to type, or stereotype, when he refused to accept the highest honor in mathematics, the Fields Medal, for work pointing toward the solution of Poincaré’s conjecture, a longstanding hypothesis involving the deep structure of three-dimensional objects. He left open the […]

Video and audio from Wednesday’s Math Forum are now available [watch the 80 minute video] [mp3 audio file 1, file 2]. This rare event included the following participants: Dick Askey (UW Math Professor) Faye Hilgart, Madison Metropolitan School District Steffen Lempp (MMSD Parent and UW Math Professor) Linda McQuillen, Madison Metropolitan School District Gabriele Meyer […]

Celeste Roberts: The problems with CMP go far beyond failing to reach parents. One big problem is that the edifice of mathematics is so huge. Think of how long it took mathematicians to discover all of it. When one tries to use the discovery paradigm as the sole model for math lessons, all of the […]

Ben Feller: Science and math have zoomed to the top of the nation’s education agenda. Yet Amanda Cook, a parent of two school-age girls, can’t quite see the urgency. “In Maine, there aren’t many jobs that scream out ‘math and science,’” said Cook, who lives in Etna, in the central part of the state. Yes, […]

A reader forwarded this article: Jay Mathews, writing in the Washington Post: So when I found a new attack on the National Council of Teachers of Mathematics (NCTM), the nation’s leading association for math teachers, by a group of smart advocates, I saw a chance to bring some clarity to what we call the Math […]

Interesting thread on discovery learning, with notes from Alan Siegel’s study of videotaped Japanese Math lessons: Discovery learning is fashionable in math reform circles, writes Seebach. The Japanese are supposed to be the models. But the Japanese teach traditionally — with “beautifully designed and superbly executed” lessons. The videotape shows, Siegel says, that “a master […]

The latest state audit of Seattle Public Schools didn’t tell me anything I didn’t already know: The district is stuck in a culture of lax indifference when it comes to taxpayers’ money.

Despite the last decade’s phalanx of highly paid budget and money managers overseeing the district, few inroads have been made in transforming this culture.

Let’s start with the audit’s biggest discovery for the 2008-09 school year. The district overpaid at least 83 employees to the tune of $228,860. The district says the number of accidentally overpaid employees could be as high as 144.

Repayment plans have been set up for most of the employees. But others left the district, requiring costly measures, including collection agencies, to recover the money. Expect this debacle to reverberate as tax implications and impacts to the state retirement system unfold.There’s a great deal of citizen activism underway in Seattle, including: a successful lawsuit that overturned the District’s adoption of Discovery Math, a recall drive for 5 of the 7 school board members and a lawsuit regarding the New Student Assignment Plan. Melissa Westbrook offers additional comments.

Spending and governance questions are not unique to Seattle.

Blacks for Political and Social Action of Dane County, Inc.: In the midst of these challenges, the Madison Metropolitan School District heard its superintendent-designee, Matthew Gutiérrez, was rescinding his acceptance of the position to remain as superintendent of the Seguin, Texas school district. This lack of a permanent superintendent can have an incredibly negative impact […]

Chris von Csefalvay: In early March, British leaders planned to take a laissez-faire approach to the spread of the coronavirus. Officials would pursue “herd immunity,” allowing as many people in non-vulnerable categories to catch the virus in the hope that eventually it would stop spreading. But on March 16, a report from the Imperial College […]

Natasha Singer & Danielle Ivory: Silicon Valley is going all out to own America’s school computer-and-software market, projected to reach $21 billion in sales by 2020. An industry has grown up around courting public-school decision makers, and tech companies are using a sophisticated playbook to reach them, The New York Times has found in a […]

Karen Rivedal: “Kids aren’t going to be able to take risks and push themselves academically, without having a trusting support network there,” said Lindsay Maglio, principal of Lindbergh Elementary School, where some teachers improved on traditional get-to-know-you exercises in the first few weeks of school by adding more searching questions, and where all school staff […]

Chris Papst: A Project Baltimore investigation has found five Baltimore City high schools and one middle school do not have a single student proficient in the state tested subjects of math and English. We sat down with a teen who attends one of those schools and has overcome incredible challenges to find success. Related: Math […]

John Minehan Professor Vlahos concludes that elites (which he defines more broadly than “the One Percent”) are acting to their own advantage, as elites have done in other times moving towards the point when things fell apart (for example, at the end of Classical times in 6th through the 8th Centuries or after the Black […]

Last October, Madison Superintendent Jen Cheatham signed a resolution agreement with the U.S. Department of Education’s Office for Civil Rights regarding OCR’s compliance review of access to advanced coursework by Hispanic and African-American students in the District. The resolution agreement was presented at the December 5, 2016 Instruction Workgroup meeting (agenda item 6.1): http://www.boarddocs.com/wi/mmsd/Board.nsf/goto?open&id=AFL2QH731563 The […]

Susan Edelman: Scores on Algebra 1 Regents exam plummeted by 14 percentage points at south Queens schools that used a controversial new curriculum teachers have blasted as “a complete disaster,” a superintendent revealed this week Josephine Van Ess, superintendent of Queens South High Schools, told parent leaders Wednesday that the 29 high schools under her watch, all […]

Amanda Geduld: When high school teacher Rachel King welcomed a new cohort of 10th graders to her classroom in the fall of 2021, she made a discovery: a number of her students had never completed their coursework from the previous year. At the time, the 36-year-old taught English at The Urban Assembly Institute of Math […]

James Somers: For instance I never learned that a man named Oswald Avery, in the 1940s, puzzled over two cultures of Streptococcus bacteria. One had a rough texture when grown in a dish; the other was smooth, and glistened. Avery noticed that when he mixed the smooth strain with the rough strain, every generation after was smooth, […]

Jordana Cepelewicz: Huh, 39, has now been awarded the Fields Medal, the highest honor in mathematics, for his ability to wander through mathematical landscapes and find just the right objects — objects that he then uses to get the seemingly disparate fields of geometry and combinatorics to talk to each other in new and exciting […]