NCTM Who We Are The Fordham Report A Brief History Testimony Where's the Proof? Studies TIMSS-International Comparison Connected Math TERC

Middle School Mathematics Comparisons for Singapore Mathematics, Connected Mathematics Program, and Mathematics in Context: A Summary This report was written by several members of the Applied Mathematics Department at the University of Washington in 2001. There are several significant admissions by the very people who are endorsing Connected Math and Math in Context in our K-12 schools here in Washington State. Their statements clearly show these programs are inferior and can harm the math abilities of our children.  Here are some direct quotes from the text of the report ! ! ! Page 49 The level of the mathematics in both CMP (Connected Math) and MIC (Mathematics in Context) is not as advanced as that in the Singapore curriculum (with the exception of probability, which is delayed until the 10th grade in Singapore).  Some of the mathematics in CMP and MIC has already been covered in Everyday Mathematics, an exemplary elementary school curriculum with which we are familiar. (Everyday Math is a similar NCTM math program)  It is also our prediction that students wishing to take calculus before the end of their 12th grade year are likely not to be on track to do so after completing 8th grade CMP or MIC, but would be ready to do so after completing Singapore s SL2.  We are not advocating that calculus in high school should be a goal for all students, but if this is the desired goal for certain students, the proper supplementation of CMP and MIC at an accelerated pace cannot be ignored.  Moreover, we are skeptical about the possibility of maintaining the interest of high-end students while progressing at the pace necessitated by the discovery process , if care is not taken to individualize these discoveries for the students . page 43 (bottom paragraph): The Algebra level in CMP and MIC appear to be almost two grade levels lower than in the Singapore materials.  Division of one polynomial by another or multiplying two polynomials of order higher than one is not taught even by the 8th grade in these American curricula.  MORE A Review of Connected Math by Dr. James Milgram This report considers the National Science Foundation sponsored middle school mathematics program, CMP, published by Dale Seymour Publishers, and developed by G. Lappan and others, primarily at Michigan State University. If one visits the web site of the program, http://www.math.msu.edu/cmp/Index.html, one finds two preprints, presumably using rigorous methodology and statistical analysis, that are advertised as showing the benefits of CMP. Unfortunately, as we see in the appendix to this report, both studies are fatally flawed and deceptively presented. Additionally, at the website one will find a strong endorsement of the program by the AAAC. They grade it as one of the most effective programs for teaching middle school matematics Unfortunatly, this too must be taken with a grain of salt, as is also discussed in the appendix. In fact, it is generally acknowledged that there are no reputable studies showing that any of the NSF developed mathematics programs actually benefit students in testable ways. Leaving aside these issues, we turn to the program itself. Continued Mathematically Correct: Connected Math Review