teachers are once more being asked to unlearn an old approach and learn an entirely new one, essentially on their own. Training is still weak and infrequent, and principals - who are no more skilled at math than their teachers - remain unprepared to offer support. Textbooks, once again, have received only surface adjustments, despite the shiny Common Core labels that decorate their covers. . . . . Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process. . . . . . . No wonder parents and some mathematicians denigrate the reforms as "fuzzy math." In the warped way untrained teachers interpret them, they are fuzzy."
Green's article has prompted at least two threads on discussion lists. One initiated by Wayne Bishop on the OPEN! Math-Teach archives at <http://bit.ly/eOTrs1>. Bishop at <http://bit.ly/1Agrtzv> wrote: "Other than 'Americans Stink at Math', almost everything [Green] says is wrong. Decades-old (century?) math ed mythology."
Another initiated by John Clement on the CLOSED! July PhysLrnR archives <http://bit.ly/WQjkCL>. Clement at <http://bit.ly/1onL1Nr> wrote: (paraphrasing): "Green's very good article is about how the Japanese reformed their math teaching and are now beating us. Their method resembles "Interactive Engagement" methods in Physics Education Research."
REFERENCES [URL shortened by <http://bit.ly/> and accessed on 25 July 2014.]
Hake, R.R. "Elizabeth Green's 'Why Do Americans Stink at Math?' " online on the OPEN! AERA-L archives at <http://bit.ly/1lERqiv>.The abstract and link to the complete post are being transmitted to several discussion lists and are also on my blog "Hake'sEdStuff" at <http://bit.ly/1up9jez>.