I am continuing the series, starting today on page 73, with the chapter entitled "Change."
1. The author claims that "Only in mathematics is poor school performance socially acceptable," and "Only in America do adults openly proclaim their ignorance of mathematics as if it were some sort of merit badge." Is either of these true in your experience and, if so, why?
2. Do many parents in your school district seem to believe that the mathematics they learned in school is adequate for their children? If so, how do you think we can convince them otherwise?
3. What "hidden agenda" is masked by public discussion about mathematics education?
4. What lessons can we learn from previous failures at curricular reform? What is required from the public for effective change?
5. The author lists at least five areas of mathematics which deserve greater emphasis in the curriculum. Do you teach from each of these areas in your classroom?
Ron Ward/Western Washington U/Bellingham, WA 98225 email@example.com