**EDUCATION FOR A FREE NATION**

105 Peavey Rd, Suite 116, Chaska, MN 55318

952-361-4931

**www.edwatch.org** -
edwatch@lakes.com

September 29, 2006

**1. Fuzzy Math Overturned **

2. Phyllis Schlafly on "Parents Right; Math Experts Wrong"

3. EdWatch Statement to Congress on Improving Math

4. From our mailbox

1. Fuzzy Math Overturned

**National Math Standards Group
Reverses Course**

Julie M.Quist

In a
dramatic reversal, the National Council of Teachers of Mathematics (NCTM)
now believes students should know their multiplication tables and be able
to do long division. It took them only 17 years to get it right. Parents
knew right away fuzzy math was trouble, but they were demonized as being
radical right-wingers and know-nothings. "Listen to the
experts," administrators sniffed as they churned out an estimated 10
million college-bound graduates unprepared to do college math.

Will the
"experts" ever realize they have lost all credibility about
knowing what's best for our kids?

Now the
hard work begins to translate that top level turn-around into changed
state standards and strong traditional math curriculum in classrooms
around the country. Will federal grants be as abundant as they have been
imposing integrated math on our nation?

Fuzzy, or
ìintegratedî, math doesnít teach formulas and principles -- students
ìdiscoverî them. Group projects replace individual achievement,
calculators replace memory work as early as kindergarten, estimation
replaces correct answers, essay questions replace calculations, and
teachers are not to think they are experts (called ìstudent-centeredî
learning).

Along with
these nutty teaching methods, integrated math uses math classes to teach
gender/race/class warfare, global warming, American imperialism,
multi-culturalism, and social activism. Is it any wonder that American
math achievement has spiraled into a tailspin?

The NCTM
Standards are the "Federal Curriculum" -- federal money drives
them. For example, the federally funded National Science Foundation spent
over $1 billion in grants over five years to promote NCTM integrated
math. ( See
"Background on
integrated math,") The federally funded education
"labs," such as McREL, counselled and assisted states to
implement integrated math in their standards and assessments.

In
addition, the federally established and funded National Assessment of
Educational Progress (NAEP), the formerly "voluntary" federal
education test that is now mandated by No Child Left Behind, is based on
the integrated NCTM Standards. According to the writers of the NAEP,
"The national (NCTM) standards should drive the NAEP."
[*National Education Goals Panel Report*, January 24, 1992, p.
7]

The first
draft of NCTM math standards sternly advised that memorizing math tables
can be harmful to students and that calculators have rendered math recall
obsolete. Memorizing, it said, is "drill and kill." Parents who
battled desperately to retain strong math classes for their kids heard
that phrase hurled at them time and again. Math became an after school
do-it-yourself project for many parents.

Just this
year, EdWatch submitted a written statement to a U.S. Senate committee
regarding a federal bill to improve mathematics and science, urging
federal lawmakers to first "*put a stop to the severe damage being
done by the federal government to the math education of our
kids."*

Three
chapters of the book
__America's Schools: The Battleground
for Freedom__, by Allen Quist open
up the topic of integrated math and the its core philosophy. That
material becomes especially relevant now if states and districts return
to the drawing board, as they should, recognizing the profound failure
integrated math has been to a generation of children

**2. Parents Right; Math Experts Wrong**

Phyllis Schlafly, printed in
Alains
Newsletter

It took parents 17 years to overturn the tragic 1989 curriculum
mistake made by the so-called education experts who demanded that schools
abandon traditional mathematics in favor of unproven approaches. The
National Council of Teachers of Mathematics finally reversed course on
September 12 and admitted that elementary schools really should teach
arithmetic, after all.
[See whole
article here.]

**3. Statement to Senate Committee on
Improving Math**

President Bush has clarified that his
education agenda will now focus on improving math and science education
in K-12 schools. That is a noble goal, but while President Bush attempts
to add on to the many federal initiatives in math and science education,
he should also put a stop to the severe damage being done by the federal
government to the math education of our kids.
[See
here for the
entire statement.]

**4. From our mailbox**

__Hi EdWatch__ -- Something
shocking happened at Target tonight. I was making my purchase, and
the cashier (age 18?) said, "The total is $17.23." I gave
her a $20.00 bill, and then reached in my pocket and said "Here's a
quarter also."

She had already keyed in the amount tendered, and then said, "I have
no idea how much change to give you."

I told her it was $20.25 less $17.23. She said, "I know that,
but I don't know how much that is."

I told her it was $3.02, and she said, "You might be
right."

She then called the manager over, a 20-something fellow. She told the
math problem to him, and he said "I don't know." They each
looked at each other for awhile, and then he went somewhere and came back
with a calculator.

First he got $1.02, and then I told him to try again. Then he got
$3.02.

I have no doubt they are products of our local school district, which we
left (in part) due to the horrible fuzzy math.

Your reader (a home schooling mom)

**105 Peavey Rd, Suite 116, Chaska, MN 55318 - **952-361-4931
**www.edwatch.org** -
edwatch@lakes.com

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