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Re: Chapter 3--Everybody Counts
Posted:
Mar 14, 1995 11:12 PM
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It seems to me time to cut out the mincing words and speak plainly. If my
answers are not what you want to see, delete them.
> 1. What really is "mathematical power" and how do your students get
it?
A nebulous, "sounds good" term most likely invented by "math ed" types who
have nothing of substance to contribute.
> 2. In what sense is mathematics our "invisible culture"?
This is puzzling unless it is simply whining along the lines of "no one
loves me."
> 3. Comment on the statement: "As computers become more powerful, the
need for mathematics will decline."
Hogwash. Only someone ignorant of both computers and mathematics could make
such a stupid pronouncement.
> 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?
First, no one trusts those friendly folks who gave us New Math. Any change
suggested by these jokers is suspect. Secondly, it is far from clear that
there are "many forces that are revolutionizing the nature and role of
mathematics itself." Can you name two of these many forces?
> 5. Why do you suppose that 50% of school teachers leave the profession
every seven years?
Rotten working conditions coupled with almost total lack of respect from
administrators.
Jack
Jack Roach <jroach@neosoft.com>
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