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Unhappy with the current math curricula used in the North Kitsap schools? Join with other concerned parents, teachers and citizens through our Yahoo! email group to be notified of upcoming meetings and relevant school board business related to math curricula.
Click to join
the NKMathWatch listserv
Get Informed!
You could spend days researching the current state of U.S. math education, reading expert reviews of K-12 curricula from math professionals around the country. Start with the Links below. Then visit wheresthemath.com, NYCHold, or Mathematically Correct for much, much more!
Math Curriculum Informational Links
for parents in Kitsap County,
Washington
especially in the communities of Poulsbo,
Kingston, Hansville, and elsewhere
in the North Kitsap School District
- IN 2004, THE NORTH KITSAP SCHOOL DISTRICT ADOPTED "TERC/ INVESTIGATIONS" MATH CURRICULUM FOR GRADES K-5. Were they aware of the controversies surrounding this curriculum elsewhere around the U.S. when they adopted it? SEE LINKS BELOW.
- IN 2005, THE DISTRICT ADOPTED "CONNECTED MATH" FOR GRADES 6-8. FOR MORE INFORMATION ON "CONNECTED MATH", FOLLOW THE LINKS BELOW.
- IN 2006, THE DISTRICT ADOPTED "COLLEGE PREPARATORY MATH" (CPM) FOR HIGH SCHOOL. MORE BAD NEWS!! SEE LINKS BELOW.
- IN 2007, THE STATE BOARD OF EDUCATION, FOLLOWING LEGISLATIVE ACTION, IS DIRECTING OSPI TO REVISE OUR STATE MATH STANDARDS to match world-class standards already adopted in California and other states. THESE THREE CURRICULA ARE NOT APPROVED FOR USE IN CALIFORNIA UNDER THESE REVISED STANDARDS. HOW WILL OUR DISTRICT RESPOND? WHAT ABOUT NEW SCHOOL BOARD CANDIDATES?
ABOUT THIS PAGE:
This page is being posted for parents who are
looking for a one-stop hub for in-depth information about the mathematics curricula being
used in our school district. "Yes2Math" site developers are NK district
parents who are concerned that, through a legitimate desire to improve the quality of
math instruction for all students, our school administrators are choosing all the wrong instructional materials
and approaches for our kids. The sites below address specific issues related to curricula including
"Investigations
in Numbers, Data and Space", "Connected Math", "College
Preparatory Math" and programs with a similar
pedagogical approach. (ALSO SEE "WHY WE'RE
CONCERNED")
We find it interesting to note that if you "drill down" through these links, you will find observers
from many different political/ideological viewpoints coming together in agreement on the issue of math education.
We recommend these links as a jumping-off place to your own "Investigations" into the objections to "Whole
Math" / "Integrated Math" / "New-New Math" as presented by professionals and involved
parents around the U.S.
We would like to hear from other parents, educators and community
members in North Kitsap who share our concerns. Any contact information
you provide on this site would only be shared (together with others'
input) with the NK School Board, and then only with your permission.
To join a related discussion forum, click on the Yahoo!Group link and become a group member.
Click to visit or join NKMathWatch
One of our school board members was asked about his position on "Math Reform" and curriculum choices. Find out his response here.
ON THIS PAGE:
THOUGHTS FROM A SCHOOL BOARD MEMBER
AN OVERVIEW OF THE "MATH REFORM" CONTROVERSY
REVIEWS OF NKSD MATH CURRICULA
HERE'S WHY WE'RE CONCERNED...
DOES THIS QUOTE BOTHER YOU? THIS IS WHAT THE WASHINGTON STATE OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION (OSPI) PUBLISHED IN A DOCUMENT TITLED "TEACHING AND LEARNING MATHEMATICS", DATED MARCH 2000. (Read for yourself! Go to Page 58.)
“Students
exhibit four basic "dysfunctional" [author’s emphasis]
mathematical beliefs (Borasi, 1990;
based on a review of Buerk, 1981,
1985; Oaks, 1987; Schoenfeld,
1985a):
1. The goal of mathematical activity is to provide the correct
answer to given problems, which always are well defined and have
predetermined, exact solutions.
2. The nature of mathematical activity is to recall and apply
algorithmic procedures appropriate to the solution of the given
problems.
3. The nature of mathematical knowledge is that everything
(facts, concepts, and procedures) is either right or wrong with
no allowance for a gray area.
4. The origin of mathematical knowledge is irrelevant -
mathematics has always existed as a finished product which
students need to absorb as transmitted by teachers.”
EXACTLY WHAT IS "DYSFUNCTIONAL" HERE? PLEASE FOLLOW THE LINKS BELOW FOR MUCH, MUCH MORE....