Before long practicality became the measure by which all new math was judged. The main outcome of all that instructional time was that given two equivalent fractions, students could cross-multiply in order to find a missing term.“What they’re learning is: The way you find the fourth number is by setting up this gadget called a proportion,” Daro said. Why? I was one of those SMSG children, and I knew I was in trouble from day one.Enrolled in public school in the ninth grade for the first time since kindergarten, I was willing to accept that this was “Protestant” math. Such feedback prompted them to add more drill to their courses in 1959. When the Soviets launched Sputnik, in 1957, the small new-math experiment, previously confined to a few score schools, became a national obsession. Relevance. Beginning with the New Mathematical Library series, in 1959, the number of SMSG texts sold jumped from 23,000 copies to 1.8 million in just three years. Some companies offered careful and sound efforts.
As we moved into number lines, positive and negative numbers, and graphing equations, I panicked. Because standardized tests often drive instruction, it’s hard to expect teachers to teach differently unless students are tested differently.“Teachers are starting to make changes in their classrooms,” Schweingruber said, “but if they’re still looking out toward a large-scale test their kids will have to take that is completely contrary to what they’re doing in the classroom, that can be problematic.”There is progress in that direction. During the same period in which students began to learn more complex mathematics, leaders in science and math education launched complementary pushes to teach students to think more like real scientists and mathematicians. One storyline asks students to explain the biology behind the death of the Georgia high school football player “The storyline needs to be complex enough that it’s not going to just be a one-day or several-day event,” said Tricia Shelton, a high school science teacher in Kentucky and co-organizer of the NGSS chats who has been active in the implementation of NGSS. Nevertheless, the historical perspective of how mathematics has actually been taught, versus the history of theoretical debates, is important to discover if possible.
That’s a real shift in your role as a teacher.”Shelton thinks the instructional changes entailed by NGSS are too big to internalize in isolated chunks of professional development.“Face-to-face learning is super essential, but you can’t get enough in one or two days,” she said. Scientific discoveries and new technology made such illiteracy a threat to America’s future.Yet everywhere would-be reformers looked, orthodoxy reigned. “It’s a move from spending almost all your time solving equations towards analyzing functions.”The change from solving equations to analyzing functions seems benign, but that has not stopped the Common Core from becoming a charged political issue. Average and marginal students could suffer dearly at the hands of an uninspired teacher and a poor textbook, and frequently did. For UICSM, teacher education was as important as its 1,430-page teaching manual.National fretting over the loss of America’s scientific superiority was unleashing other forces in 1957 and 1958. For one thing, it requires teachers who inhabit that mindset themselves, and they’re harder to find. But our growing reliance on standardized testing has inadvertently produced what Lynn Steen, a mathematics professor at Minnesota’s St. Olaf College, calls a “national math curriculum that no one has planned.”Ironically, new math’s most lasting impact might be that of a cautionary tale, as today’s curriculum reformers begin again—this time from the teachers up, not from the universities down. I remember girls had to take Home Economics and boys took Woodshop or Industrial Shop. Conservative critics thought they had won the battle against a national curriculum when they helped cut funding for educational reform. But the long effort had taken a physical toll.
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