> 1. What really is "mathematical power" and how do your students get it? > [The definition given in this reform document differs markedly from > those given in the various Standards documents, in my opinion]
The `mathematical power' is proficiency in building formal models, relating them to other experience and manipulating them.
> 2. In what sense is mathematics our "invisible culture"?
Mathematics is part of culture. The adjective `invisible' does not make sense here.
> 3. Comment on the statement: "As computers become more powerful, the > need for mathematics will decline."
This is too silly to comment.
> 4. Why is it that mathematics education in the United States resists > change in spite of the many forces that are revolutionizing the nature > and role of mathematics itself?
Well, everything resists changes. The right question is `Why do Americans tolerate so bad education ?' Because it is a privilege in the modern world to be an American. An American does not need to be competent. He is an American, and that is it.
> 5. Why do you suppose that 50% of school teachers leave the profession > every seven years?
What about other professions ? I need data about them to compare.