By Professor Suzanne M. Wilson, Visit Amazon's Suzanne M. Wilson Page, search results, Learn about Author Central, Suzanne M. Wilson,
Wilson’s three-d account of math schooling reform efforts unearths how the debates are typically deeply ideological and the way humans come to consider misunderstood and misrepresented. She examines the myths used to provide an explanation for the failure of reforms, the particular purposes for failure, and the significance of taking a number of views into consideration while making plans and enforcing reform.
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Extra resources for California Dreaming: Reforming Mathematics Education
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19 Although several thoughtful analyses were written after that fact, largescale, thorough, longitudinal empirical studies of how teaching changed (if at all) during the implementation of New Math and the relationship between those changes and what students learned (or did not learn) were never done. A report by the National Advisory Committee on Mathematical Education (NACOME) in 1975 argued that New Math had never even existed (given its weak implementation in schools). 20 And such myths and personal experiences abound.
This turns out to be not so true, for many New Math projects involved a serious commitment to the ongoing education of teachers. Jeremy Kilpatrick, however, notes that most of these e¤orts were, “college mathematics courses retooled for teachers. They provided new content but did not address the pedagogical problems of teaching that new content. Moreover, almost no attempt was made to deal with the conditions under which teachers work that inhibit their ability to change their teaching. . ” 21 Other scholars suggest that the New Math reform failed because it was led by mathematicians, not mathematics teachers, who were therefore unenlightened about the realities of schooling.
This was the ghetto group from Hunter’s Point. And I don’t think that I’m that great a teacher and I didn’t go that far in math. I never took trigonometry, I never took other things. But I like math, I like numbers, I’m comfortable with it. My goal was to give kids number sense. We had reinforcement. We did it every day and I wouldn’t let some kids go out to recess until they got it. We did oral math. We broke them up into groups. We did whole group stu¤. It was everything. We had games, we did geometry.