If someone makes an incorrect prediction, full of ruin and moral lessons, will anyone remember? Here’s to the Goracle and his Nobel prize. He’s probably quite warm from the profits of carbon trading.
More than 50% of people get more from than the government than they give to it. The most privileged groups are government workers who comprise a large group which needs the tax dollars to keep coming.
The NCTM (Nation Council of Teachers of Mathematics) is a group of mathematic teachers which has an impact far beyond its ability. Almost every curriculum in Canada and the U.S. is based on NCTM standards. The NCTM, being a government-sponsored cult, has the following characteristics.
1). It knows without research. The statements below illustrate this perfectly.
2). It is wise and non-cult members are not.
3). It believes its influence is far beyond what it is. Mathematics is not mathematics, it is concerned with and integral to, “social justice” and “equality”.
4). If its precepts are followed, Utopia will occur.
Here are some excerpts from its flagship document. Comments in bold.
“…no student will be denied access to the study of mathematics because of a lack of computational facility. (p.124).”
Skills, we don’t need no stinkin’ skills.
“Curriculum Standards for Grades 5-8…No student should be denied access to the study of one topic because he or she has yet to master another. (p.69).”
Mastery, we don’t need no stinkin’ mastery.
“7) Goals are broad statements of social intent. (p.2) New social goals for education include 1) mathematically literate workers, 2) lifelong learning, 3) opportunity for all, and 4) an informed electorate. (p.3).”
Those goals are so important. Intention lends an air of majesty to nonsense.
“2) The social injustices of past schooling practices can no longer be tolerated. Creating a just society in which women and various ethnic groups enjoy equal opportunities and equitable treatment… Equity has become an economic necessity. (p.4) From A NATION AT RISK: “…public commitment to excellence and educational reform must be made [for] equitable treatment of our diverse population. The twin goals of equity and high-quality schooling have profound and practical meaning for our economy and society…”
Changing social injustices by mathematics teaching. We are so special, we can do anything.
“10) [grades 9-12] We believe the opportunity to study mathematics that is more interesting and useful and not characterized as remedial will enhance students‟ self-concepts as well as their attitudes …students no longer will be confronted with the demeaning prospect of studying…the same content topics as their twelve-year-old siblings. (p.130) …for each individual, mathematical power involves the development of personal self-confidence. (p.5)”
That self-esteem is so important.
“3) NCTM believes that, historically, mathematics instruction had focused on deductive, analytical, and linear thinking skills in teacher-dominated classrooms, with a competitive environment that met only the learning styles/needs of white (Anglo) males.”
As usual, we’re the villains. Mea Culpa
“2)…a demonstration of good reasoning should be rewarded even more than students‟ ability to find correct answers. (p.6)”
Answers, we don’t need no stinkin’ answers.
“Jack Price, president of the National Council of Teachers of Mathematics, said in 1996 during a radio interview, . . .Women and minority groups do not learn the same way as Anglo males . . . males learn better deductively in a competitive environment
In The Math Wars, [Alan] Schoenfeld…describes the traditional curriculum as elitist and portrays the math wars as a battle between equality and elitism… …the traditional curriculum was a vehicle for… the perpetuation of privilege…Thus the Standards could be seen as a threat to the current social order.
.…the traditional curriculum, with its filtering mechanisms and high dropout and failure rates (especially for certain minority groups) has had the effect of putting and keeping certain groups „in their place.‟
This needs no comment.
Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies
