+----------------------+----------------------+------------------------+
| March 31, 2007       | North, Joseph        | [Fwd: \"Better than    |
|                      |                      | the real thing?\"      |
|                      |                      | Indeed](#JosephNorth)  |
+----------------------+----------------------+------------------------+
| February 24, 2007    | Forman, Frank        | [Eureka: Montessori    |
|                      |                      | education provides     |
|                      |                      | better outcomes        |
|                      |                      | than](#FrankForman4)   |
|                      |                      |                        |
|                      |                      | [traditional methods,  |
|                      |                      | study                  |
|                      |                      | ind                    |
|                      |                      | icates](#FrankForman4) |
+----------------------+----------------------+------------------------+
| September 01, 2006   | Alves, Michelle      | [Re: Pre-Registration  |
|                      |                      | for Sept. Math         |
|                      |                      | Panel](#MichelleAlves) |
+----------------------+----------------------+------------------------+
| August 31, 2006      | Kalinowski, Melissa  | [RE: National Math     |
|                      |                      | Panel Meeting in       |
|                      |                      | Cambridge from         |
|                      |                      | 9/13-1                 |
|                      |                      | 4](#MelissaKalinowski) |
+----------------------+----------------------+------------------------+
| August 29, 2006      | Mowers, Kathy        | [Re: Deadline for Math |
|                      |                      | Panel                  |
|                      |                      | C                      |
|                      |                      | omments](#KathyMowers) |
+----------------------+----------------------+------------------------+
| June 16, 2006        | Dorofee, Mary Anne   | [It is so              |
|                      |                      | sad](#MaryAnneDorofee) |
+----------------------+----------------------+------------------------+
| June 14, 2006        | Marain, Dave         | [Questions to the      |
|                      |                      | Panel](#DaveMarain2)   |
+----------------------+----------------------+------------------------+
| June 12, 2006        | Johnson, Doug        | [Math                  |
|                      |                      | Ed](#DougJohnson)      |
+----------------------+----------------------+------------------------+
| May 10, 2006         | Seidel, Celisa       | [math](#CelisaSeidel)  |
+----------------------+----------------------+------------------------+

\-\-\-\--Original Message\-\-\-\--

From: joseph.north@mail.mcgill.ca \[mailto:joseph.north@mail.mcgill.ca\]

Sent: Saturday, March 31, 2007 3:34 PM

To: Graban, Jennifer

Cc: LFaulkner@houstonendowment.org; joseph.north@gmail.com

Subject: \[Fwd: \"Better than the real thing?\", Indeed (R. 1)!\]

Importance: High

Dear Editor:

I read, with not inconsiderable interest, parts of the Profile

entitled \"New formula for science education\", Physics World, P. 10,
2007

Jan., wherein appeared, \"Better than the real thing?\".

Well, now, the immediately preceding quote must surely constitute

\[w\]one of the most egregious examples of non sequitur now known to

humankind, for, I tried \[w\]one of Dr. Carl Wieman\'s, et al., PhET

Simulations, namely, \"Circuit Construction Kit III\", and the
individual

electrons went completely around the circuit, including right through
the

battery (ref.: URL =

\"http://phet.colorado.edu/web-pages/simulations-base.html\"), I just
hope

you can now also concur!

Furthermore, as an Electrical Engineer for over 40 years who

started with discrete component analog circuits involving electron
tubes,

solid-state diodes, et caetera, I would have to challenge

ANYONE\'s \[il\]logic in championing computer simulations over actual
lab

work therefor, for, very often it was the nonessential information that

has turned out to be crucial for overall success in my experience!

So, I don\'t think so!!

Also, the emphasis on employing multiple-choice questions has

probably done irreparable harm to our overall educational system,

for, without Academia, answers must be supplied - NOT selected

from a list \"known\" to hold the sought-after correct response, I

believe!

\-\-\-\--Original Message\-\-\-\--

From: []{#FrankForman4 .anchor}Premise Checker
\[mailto:checker@panix.com\]

Sent: Saturday, February 24, 2007 6:03 AM

To: National Math Panel

Subject: Eureka: Montessori education provides better outcomes than

traditional methods, study indicates

Montessori education provides better outcomes than

traditional methods, study indicates

http://www.eurekalert.org/pub_releases/2006-09/uov-mep092506.php

Public release date: 28-Sep-2006

Contact: Angeline Lillard

lillard@virginia.edu

434-982-5232

University of Virginia

A study comparing outcomes of children at a public inner-city

Montessori school with children who attended traditional schools

indicates that Montessori education leads to children with better

social and academic skills.

The study appears in the Sept. 29, 2006 issue of the journal

Science.

Montessori education is characterized by multi-age classrooms, a

special set of educational materials, student-chosen work in long

time blocks, a collaborative environment with student mentors,

absence of grades and tests, and individual and small group

instruction in academic and social skills. More than 5,000 schools

in the United States, including 300 public schools, use the

Montessori method.

The Montessori school studied is located in Milwaukee and serves

urban minority children. Students at the school were selected for

enrollment through a random lottery process. Those students who

\"won\" the lottery and enrolled at the Montessori school made up the

study group. A control group was made up of children who had \"lost\"

the lottery and were therefore enrolled in other schools using

traditional methods. In both cases the parents had entered their

children in the school lottery with the hope of gaining enrollment

in the Montessori school.

\"This strategy addressed the concern that parents who seek to

enroll their children in a Montessori school are different from

parents who do not,\" wrote study authors Angeline Lillard, a

University of Virginia professor of psychology, and Nicole

Else-Quest, a former graduate student in psychology at the

University of Wisconsin. This was an important factor because

parents generally are the dominant influence on child outcomes.

Children were evaluated at the end of the two most widely

implemented levels of Montessori education: primary (3- to

6-year-olds) and elementary (6- to 12-year-olds). They came from

families of very similar income levels (averaging from \$20,000 to

\$50,000 per year for both groups).

The children who attended the Montessori school, and the children

who did not, were tested for their cognitive and academic skills,

and for their social and behavioral skills.

\"We found significant advantages for the Montessori students in

these tests for both age groups,\" Lillard said. \"Particularly

remarkable are the positive social effects of Montessori education.

Typically the home environment overwhelms all other influences in

that area.\"

Among the 5-year-olds, Montessori students proved to be

significantly better prepared for elementary school in reading and

math skills than the non-Montessori children. They also tested

better on \"executive function,\" the ability to adapt to changing

and more complex problems, an indicator of future school and life

success.

Montessori children also displayed better abilities on the social

and behavioral tests, demonstrating a greater sense of justice and

fairness. And on the playground they were much more likely to

engage in emotionally positive play with peers, and less likely to

engage in rough play.

Among the 12-year-olds from both groups, the Montessori children,

in cognitive and academic measures, produced essays that were rated

as \"significantly more creative and as using significantly more

sophisticated sentence structures.\" The Montessori and

non-Montessori students scored similarly on spelling, punctuation

and grammar, and there was not much difference in academic skills

related to reading and math. This parity occurred despite the

Montessori children not being regularly tested and graded.

In social and behavioral measures, 12-year-old Montessori students

were more likely to choose \"positive assertive responses\" for

dealing with unpleasant social situations, such as having someone

cut into a line. They also indicated a \"greater sense of community\"

at their school and felt that students there respected, helped and

cared about each other.

The authors concluded that, \"when strictly implemented, Montessori

education fosters social and academic skills that are equal or

superior to those fostered by a pool of other types of schools.\"

Lillard plans to continue the research by tracking the students

from both groups over a longer period of time to determine

long-term effects of Montessori versus traditional education. She

also would like to replicate the study at other Montessori and

traditional schools using a prospective design, and to examine

whether specific Montessori practices are linked to specific

outcomes.

\###

Lillard is the author of \"Montessori: The Science Behind the

Genius.\" More information is available at:

http://www.montessori-science.org/. For a copy of the study in the

journal Science, call 1-202-326-6440, or email: scipak@aaas.org.

\-\-\-\--Original Message\-\-\-\--

From: []{#MichelleAlves .anchor}Michelle Alves

Sent: Friday, September 01, 2006 4:52 PM

To: National Math Panel

Subject: Re: pre-registration for Sept. math panel

Hi Jennifer,\
\
Here are Elon\'s comments.

Thank you,\
Michelle Alves

Chief Executive Officer

Digi-Block, Inc.

![](media/image1.wmf)

\-\-\-\--Original Message\-\-\-\--

From: []{#MelissaKalinowski .anchor}Melissa Kalinowski

Sent: Thursday, August 31, 2006 7:56 PM

To: National Math Panel

Subject: RE: National Math Panel Meeting in Cambridge from 9/13-14

Hi Jennifer,

Please accept the submission of written comments for the National Math
Panel meeting. Best regards.

Melissa Kalinowski

Elementary Marketing Director

PLATO Learning

![](media/image3.wmf)

\-\-\-\--Original Message\-\-\-\--

From: []{#KathyMowers .anchor}Kathy Mowers

Sent: Tuesday, August 29, 2006 4:42 PM

To: National Math Panel

Subject: Re: deadline for Math Panel comments

Jennifer: I have attached two copies of the AMATYC letter in PDF format.
For inclusion in the Panelists\' meeting material, would you please use
the letter with the signature?

If a decision is made to post the letter on the web, I would prefer that
my signature not be posted, so I\'ve attached the same letter without my
signature (AMATYC letter to NMAP no signature.pdf).

Please let me know if there are any technical problems with the files.

Thanks,

Kathy Mowers

AMATYC President

Professor

Owensboro Community and Technical College

![](media/image4.wmf) ![](media/image5.wmf)

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#MaryAnneDorofee .anchor}Dorofee, Mary Anne
\[mailto:mdorofee@ETS.ORG\]\
**Sent:** Friday, June 16, 2006 8:52 AM\
**To:** National Math Panel\
**Subject:** It is so sad

A National Panel of Mathematicians is formed and these people are
suppose to be gathering together to talk about the state of affairs in
mathematics. It is so sad that they refer to the NAPE test. Any body
with any knowledge knows the test is the NAEP test. And these people are
going to making decisions that will affect the lives of teachers and
students. Yikes.

Program Administrator Mathematics\
E-mail: mdorofee@ets.org

\-\-\-\--Original Message\-\-\-\--

From: []{#DaveMarain2 .anchor}Dave Marain

Sent: Wednesday, June 14, 2006 9:43

To: National Math Panel

Subject: Questions to the Panel

Dear Tyrrell,

The following is a brief statement and below it a question I am posing
to the National Mathematics Panel for the public sessions in Chapel
Hill, NC, on June 28th and 29th. I sincerely hope this will be conveyed
to every member of the panel and replied to.\
\
After teaching AP and University calculus for the past 33 years, I have
worked with and met hundreds of AP teachers. Rarely have I ever heard
from anyone that the AP syllabus was restrictive. Never do I hear that
it's unfair that all students need to be exposed to a common body of
clearly delineated concepts, procedures, algorithms and problem-solving
experiences outlined in the Acorn book we all receive from the College
Board. I'm not told in what sequence I should teach the topics. The
syllabus does not prescribe a particular pedagogical or assessment
style. In fact, there is considerable freedom in these areas and many
effective models are presented as examples. But by the time I finish the
course I know that the calculus my students have been exposed to is
comparable to the calculus taught in every AP classroom in every
district in every state. There are many variables of course that
determine how well they have learned but not WHAT they have learned if I
covered at least what was recommended. This is true equity that empowers
all of our students regardless of their socioeconomic background.\
\
In this educator's opinion, it is essential that we require all students
to develop reasonable proficiency with the major ideas of algebra,
geometry, etc. For too long it has been argued that there is no general
agreement of what these ideas are among mathematicians and math
education specialists. This view is clearly not shared by nations that
outperform us in mathematics. Showing recent progress on NAEP is of
little comfort to me. Showing significant progress in the next
international study like TIMSS would tell a far different story however.
Professor Schmidt called for a more coherent curriculum. He and I have
communicated recently and we both strongly share the view that this
nation needs to develop a more standardized mathematics curriculum that
transcends state borders and avoids unnecessary efforts and
duplication.\
\
Therefore, I would like to hear the responses of at least 5 panel
members to the following question:\
\
What consideration would you personally give to developing syllabi for
courses below calculus that are patterned after the Advanced Placement
Calculus model? That is, developing a suggested syllabus of topics,
themes, concepts, algorithms for precalculus through prealgebra and
beyond?\
\
Dear Panel Members, a radical approach to changing math education was
adopted rapidly nearly 50 years when Sputnik was launched. Who on this
panel is willing to boldly suggest the radical changes needed to restore
our preeminence in mathematics in this century? Actually, I don't really
care about being the best. I'd settle for competitiveness!\
\
Sincerely,\
Dave Marain\
Supervisor of Mathematics & Business

\-\-\-\--Original Message\-\-\-\--

From: []{#DougJohnson .anchor}Doug Johnson

Sent: Monday, June 12, 2006 5:14 PM

To: National Math Panel

Subject: math ed

National Mathematics Panel Members:

 

I am pleased to see the government form the National Math Panel to
support and improve the delivery of math instruction in our nation.  I
have taught math, science, and English for twenty-six years in the state
of Washington.  My assignments have included levels from second grade to
college.  Most of my work has been at the high school level.  I have
been the chairman of the math department at Ellensburg High School with
an assignment of algebra through AP Calculus for eight years now.

 

I was a little disappointed to see the K-12 teachers underrepresented on
the panel.  There are thousands of us out here getting it done day by
day, many with outstanding programs, working hard, challenging kids, and
changing their lives and futures.  Hopefully, a balance more toward the
teachers "in the trenches" will be promoted.

 

My main concern, however, has more to do with curriculum than with panel
personnel.  For approximately two decades, the National Council of
Teachers of Mathematics has "led the charge" on the math reform effort. 
Their efforts have led to some positive change in the math education
world, specifically emphasis on problem solving and concept
development.  These gains, however, have come in my opinion at a
debilitating cost to students.  Excessive attention to these skills has
resulted in math programs (often labeled as "integrated") that present
material in a seemingly random order that does not make sequential sense
to the students.  Students are not immersed in any particular topic
sufficiently, and mastery is not achieved.  But that's not the main
shortcoming of most of these programs.  This major shortcoming is the
lack of drill and practice.  Most students need to work repeatedly on
problems on one concept before they "get it."  Without mastery on each
topic, math becomes a confusing hodge-podge of material, and the kids
drop out of mathematics, psychologically or literally.  In Ellensburg,
we get students from other schools with integrated programs.  They need
considerable remediation, lots of drill and practice, and extra
attention to get up to speed. When I teach at the local university, it
is common to get students from integrated programs with major skills
shortcomings.  It is now a conversation among some college math and
science departments about the lack of basic high school math skills in
freshmen.

 

 

Here in Washington, we are subject to the Washington Assessment of
Student Learning, or "WASL" test.  It is given in the sophomore year,
and passage is a graduation requirement.  The math test is based mostly
on NCTM type standards, and has little emphasis on algebraic skills. 
Here in Ellensburg, we view this as a mistake.  We refuse to adopt
integrated texts. Instead, we use a more traditional text and supplement
it with WASL-type work twice a week throughout the year.  A few weeks
before the test, we place special emphasis on WASL work, to the
exclusion of all else.  The system is working, and this spring we scored
approximately twenty percent above the state average on the test.  We
think this supports our contention that traditional programs, taught
well, lead to success.  And we don't have to compromise the futures of
those Ellensburg kids who want to go to study math, science, engineering
and other math-related fields. These students need basic algebraic and
other math skills. We believe integrated math programs often cripple
potential mathematicians and scientists.  In our experience,
well-structured traditional programs, supplemented by "reform math"
practice, lead to success on both.

 

Thank you,

Doug Johnson

Date: Tue, 9 May 2006 22:37:26 -0700 (PDT)

From: Celisa Seidel \<celisaseidel@yahoo.com\>

Subject: math

To: <personnel@renton.wednet.edu>

My daughter is a first grade student at Talbot Hill elementary in
Renton,Washington.

I feel like my daughter is not being taught math, at the appropriate
level. My boyfriend\'s son is a first grade student at Newport Heights
in the Bellevue School District (Bellevue, Washington) and he is well
beyond simple addition and subtraction. My daughter, in fact, comes home
with little math homework at all\...I feel this is a huge failure of the
school\...

I have compared the WASL scores between the two school districts and the
two schools, aforementioned..and the difference is noticeable, to say
the least\...

I went to Eastgate Elementary (in Bellevue, WA) for the first grade, we
were working on timed multiplication tables and division in first
grade\...My daughter is having difficulty with 13-9\...

The teacher has not mentioned that she is below the standard in math,
which is very frightening indeed\...

I am not sure what changes need to be implemented, but something needs
to be done\...This lack of education will definately affect the rest of
her life negatively\...as she is forced to \'catch up\' so she will be
at same level as the Bellevue School District students she will attend
with, next year\....