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Re: Chapter 3Everybody Counts
Posted:
Mar 14, 1995 11:12 PM


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>



