Math Reform Positions

Follow the Money
Constructivism, Deep Conceptual Thinking, Balance...
Math Wars

This area may feature articles written by or about people related to math reform efforts, programs, and organizations. The exhaustive research that was conducted by the National Math Advisory Panel and reported on in their Final Report does not support many of the positions held and expressed by the organizations, articles, and papers that are linked on this website page. Many of the positions expressed by some of these organizations, articles, and papers are considered by some to be damaging for mathematical instruction and proficiency.

What Is an Educrat?
January 04, 1998|By DEBRA J. SAUNDERS

Math is More

Initial Developers

Jere Confrey- North Carolina State University, Raleigh
Midge Cozzens- Knowles Science Teaching Foundation
John Ewing- American Mathematical Society
Gary Froelich- COMAP
Sol Garfunkel- COMAP
James Infante- Vanderbilt University (Emeritus)
Steve Leinwand- American Institutes for Research
Joseph Malkevitch- York College, CUNY
Henry Pollak- Teachers College, Columbia
Steve Rasmussen- Key Curriculum Press
Eric Robinson- Ithaca College
Alan Schoenfeld- University of California, Berkeley

Washington Mathematics - Teaching for Understanding
Welcome to We are dedicated to improving the quality of K-12 Mathematics in Washington State Schools
This web site is sponsored by Washington Teachers of Teachers of Mathematics (WaToToM)

Washington Teachers of Teachers of Mathematics (WaToToM)

Open letter to Superintendent Randy Dorn March 2, 2009
Re: Fair and inclusive mathematics education policy in Washington State

Mathematically Sane


New Tack on Math Promoted
Problem-Solving Is Focus of High School Guide
Sean Cavanagh October 6, 2009 Education Week

NCTM Releases Guiding Principles for Math Curriculum

Bill & Melinda Gates Foundation
IMAGINE: Mathematics Assessment For Learning
A Convening of Practitioners and Partners
July 20-21, 2009

Charles A. Dana Center, The University of Texas at Austin Dana Center
Dana Center's math proposal turned down by Texas State Board of Education Nakonia (Niki) Hayes 24-7-09

Agile Mind

Key Curriculum Press website
video links to presentations by
Brian Lawler, Steve Leinwand, Nick Jackiw, Cathy Seeley, Patrcik Callahan, Dan Meyer, Nora Ramirez, Sherry Fraser, Steve Rasmussen

Diane Briars
Mathematics Supervisor, Pittsburgh Public Schools, director of a NSF local systemic change project and pilot site for CMP and Everyday Math- (DB)
Responses to Four Parents’ Concerns About North Penn School District's Connected Mathematics Program
June 3, 2002

George Bright

George W. Bright
Corwin Press Speakers' Bureau

Mathematics Programs A Guide to Evaluation

Greta Bornemann, George Bright, Boo Drury and Karrin Lewis,
Mathematics Teaching and Learning Team, OSPI

Jo Boaler
University of Sussex, math educator and researcher

Transition Math Project
Transition Math Project: Phase III Planning Update (Work-in-Progress)
November 2008
National Advisory Group Member

A Close Examination of Jo Boaler’s Railside Report
by Wayne Bishop , Paul Clopton , and R. James Milgram

Where has all the knowledge gone?
The movement to keep Americans at the bottom of the class.
Jo Boaler

"When Learning No Longer Matters Standardized Testing and the Creation of Inequality"
Journal article by Jo Boaler; Phi Delta Kappan, Vol. 84, 2003

"Mathematicians Fault Fuzzy Math Report"
Donna Garner Education Policy Commentator EducationNews.org11-10-08

New study analyzes how urban high school students got turned on to math
February 2, 2005 Stanford News Service By Lisa Trei

Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
Jo Boaler, Stanford University
Megan Staples, University of Connecticut

Linda Chaput
SERP-MSAN Motivation Design Group

Agile Mind, Inc Founder and Chief Executive Officer

Phil Daro


James Fey
Professor of Mathematics at the University of Maryland and co-author of CMP (JF)
Responses to Four Parents’ Concerns About North Penn School District's Connected Mathematics Program
June 3, 2002

Linda Darling-Hammond

“Darling” of Progressive Ed Coming to Salt Lake City

Susan Hull

Charles A. Dana Center Program Director, Mathematics and National Initiatives

Steve Leinwand

Rescuing K-12 Math Education a slide show by nanoman

Math is More Initial Developer

Moving Mathematics Out of Mediocrity
By Steven Leinwand January 5, 2009 Commentary Education Week

It's Time To Abandon Computational Algorithms
By Steven Leinwand February 9, 1994 Education Week

Encounter with Steve Leinwand, 1997

Commentary Moving Mathematics Out of Mediocrity

Gary Martin
Surviving the Math Wars:Reflections From the Front Lines

Mathematically Sane

Shirley McCune
LINKS Project Director (old)
This E-learning site has involved Washington's Office of Superintendent of Public Instruction and partner organizations including the Technology Based Learning and Research Project at Arizona State University; the Washington school districts involved in the Washington Alliance for Better Schools; Carkhuff Thinking Systems; Limelight Technologies, Inc.; Fairfax County, Virginia schools; and Educational Service District 113 in Olympia, Washington.

Joe Merlino
Director, The Greater Philadelphia Secondary Mathematics Project (FJM)
Responses to Four Parents’ Concerns About North Penn School District's Connected Mathematics Program
June 3, 2002

Philip Uri Treisman
Professor of Mathematics, University of Texas at Austin and
Director, Charles A. Dana Center
B.S., Mathematics, University of California at Los Angeles
Ph.D., University of California at Berkeley

Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics & Science Education Commission Member

Transition Math Project
Transition Math Project: Phase III Planning Update (Work-in-Progress)
November 2008
National Advisory Group Member

Agile Mind

SERP-MSAN Motivation Design Group

Make Math a Gateway, Not a Gatekeeper
Anthony S. Bryk and Uri Treisman 2010 The Chronicle of Higher Education

Alan H. Schoenfeld

The Math Wars

What Doesn’t Work:The Challenge and Failure of the
What Works Clearinghouse to Conduct Meaningful
Reviews of Studies of Mathematics Curricula

by Alan H. Schoenfeld

Overcoming the Challenges:A Response to Alan H.Schoenfeld’s “What Doesn’t Work”
by Rebecca Herman, Robert Boruch, Rebecca Powell, Steven Fleischman, and Rebecca Maynard
What Works Clearinghouse

Making Mathematics Work for All Children:
Issues of Standards,Testing,and Equity

by Alan H. Schoenfeld Educational Researcher, Vol. 31. No. 1, pp. 13–25 JANUARY/FEBRUARY 2002

“…the new approaches are unverified, but plausible.”
Prof. Alan Schoenfield, 1992
By Nakonia (Niki) Hayes, an excerpt from a biography, John Saxon's Story, a genius of common sense in math education, to be published May 1, 2010.

Cathy Seely

Video from the Future of High School Mathematics Conference
Sept. 25, 2008 - 40:57 Running Time
Math is More

Charles A. Dana Center Senior Fellow

An Interview with Cathy Seeley: About Facts and Opinions
Michael F. Shaughnessy August 8, 2005

The World According to Cathy Seeley
Donna Garner Education Policy Commentator July 18, 2005

Doing the Fox Trot with Cathy Seeley (current president, NCTM)
Barry Garelick July 18, 2005

Marc Tucker

Marc Tucker’s Bologna
by Donna Garner 4.19.10

Ginger Warfield
Dr. Ginger Warfield is Principal Lecturer in the University of Washington’s Department of Mathematics.

In defense of the new math
by: Ginger Warfield , Guest Writer for Real Change June 3, 2009
Want to make mathematics exciting? Then play’s the thing

Lucy West

Content Coaching - Lucy West video

Will The Chancellor Put Children First?
First Published in The New York Sun, December 6, 2002
By Andrew Wolf
"Lucy West is the former math coordinator of District 2 on Manhattan’s east side. She is one of the gurus of the constructivist or “fuzzy” math programs that have made District 2 the epicenter of a citywide parental revolt over mathematics instruction. She recently left this post to become a private consultant. What makes Ms. West a math expert? Is it perhaps her 1984 B.S. in Counseling Services and Theatre Arts from Empire State College? Or maybe it is her Masters in Education from the Bank Street College of Education, where almost every educational fad has received a warm welcome?"

Personal Information

Reconceptualizing Mathematics Teaching and Learning through Professional Development

Responses to Four Parents’ Concerns About North Penn School District's Connected Mathematics Program
June 3, 2002

kswygert July 02, 2004 NUMBER 2 PENCIL

News Articles

'Why Can't a Girl Have a Penis?'

and other major issues in educational research.
Charlotte Allen 05/18/2009 The Weekly Standard


Winning the Math Wars: No Teacher Left Behind (Paperback)
PUBLISHED: October 2009
SUBJECT LISTING: Education, Mathematics
BIBLIOGRAPHIC INFORMATION: 168 pp., 6 illus., 6 x 9 in.
PUBLISHED WITH: Washington School Research Center

"It's time to recognize that, for many students, real mathematical power, on the one hand, and facility with multidigit, pencil-and-paper computational algorithms, on the other, are mutually exclusive. In fact, it's time to acknowledge that continuing to teach these skills to our students is not only unnecessary, but counterproductive and downright dangerous."

from It's Time To Abandon Computational Algorithms
By Steven Leinwand February 9, 1994 Education Week

A formula for school districts on how to handle parents uprisings against reform math programs.

FIDIWTS - (pronounced Fidiwitz)

Step 1. Feign concern - Listen sympathetically and change nothing

Step 2. Isolate - If complaints persist, tell concerned parents they are in the minority and everyone else is happy with the program

Step 3. Divide and conquer - If parents organize, offer multiple parent math nights spreading "all is well - don't worry" vibes

Step 4. Interest will die down over time - Form a Math Committee to look into things and report back at a later date

Step 5. We're doing something - Put in some band aids- a computer program, extra help

Step 6. Tell them what they want to hear - Talk about a blended curriculum and change nothing

Step 7. Show them what they want to see - Send home recognizable homework but continue to promote reform math at school

Repeat as necessary.

by Stefanie Nelkens