A NEW FRONT IN THE MATH WAR

National standards for teaching mathematics and reading may be upon us if U.S. Secretary of Education Arne Duncan has his way. It looks as though he will succeed as 48 states have signed onto his proposal, along with some major education groups. (At this writing, only Texas and Alaska have resisted this proposal.)

The scary thought is that among those leaders are individuals and groups who have “led” the mathematics establishment for 50 years. The results of their leadership are ones of shame and destruction for individual American students as they continue to show major deficiencies in math skills and knowledge, even (and especially) when compared to third world countries. Members of this mathematics establishment are expecting a seat at Sec. Duncan’s table and will surely be given that seat with its related power to become influential decision-makers in his standards movement.

This should not happen. If it does, it will indeed meet Einstein’s definition of insanity. Totally new thinking must be considered to solve the mess American mathematics education has created for itself. Mistakes must be admitted in order to correct them. This admission has not happened in 50 years because ideology has trumped logic, competitive ideas, and honest accountability, as shown through invalid and unreliable research studies. Now, results must be what America sees at the end of student learning in comparison to international competition.

The one man who preached continuously and consistently that results matter in mathematics education was John Saxon, a math teacher, author, and publisher. He said that leaders had to be held accountable for the results of their work. Not surprisingly, he was dismissed and reviled by the math establishment. They declared war on him, and he responded by fighting back—hard. A retired military combat and test pilot, John did not shrink from his duty or his mission. In fact, he enjoyed a good fight for a good cause.

In 1994, a handful of California parents also decided the math establishment had it wrong and began a revolt that has spread among other states. Called the “math wars” by the media, this phenomenon may be given new fuel with Mr. Duncan’s move to nationalize mathematics and reading education. If so, this may be the first real opportunity to embed honest ideas from a rich, historical discipline that has long proven that it can bring success to individuals as well as their societies if it is taught with the integrity on which it was built.

Saxon Math Warrior

A NEW FRONT IN THE MATH WAR