----------------------------------------------------------------------------
  **Date**               **Author**             **Subject**
  ---------------------- ---------------------- ------------------------------
  May 18, 2007           Shacter, John          My Reactions to the Continuing
                                                Math Panel Deliberations

  February 23, 2007      Halabi, Jonathan       [Re: National Mathematics
                                                Panel](#JonathanHalabi2)

  February 14, 2007      Halabi, Jonathan       [National Mathematics
                                                Panel](#JonathanHalabi)

  February 11, 2007      Marain, Dave           [Re: Statement to the National
                                                Math Panel - 2nd
                                                Attempt](#DaveMarain2)

  February 08, 2007      Alibegovic, Emina      [National Mathematics
                                                Panel](#EminaAlibegovic)

  February 08, 2007      Alibegovic, Emina      [National Mathematics
                                                Panel](#EminaAlibegovic)

  February 08, 2007      Harris, Kathy          [Math Panel xx](#KathyHarris)

  January 30, 2007       Marain, Dave           [Re: Statement to the National
                                                Math Panel - 2nd
                                                Attempt](#DaveMarain)

  December 22, 2006      Shacter, John          [Ideas for the National Math
                                                Panel](#JohnShacter5)

  December 13, 2006      Askey, Richard         [Winter Mathematics
                                                Meeting](#RichardAskey1)

  November 5, 2006       Shacter, John          [Re: PANEL COMPOSITION AND
                                                MISSION](#JohnShacter6)

  August 22, 2006        Becher, Paul           [Makeup of the National Math
                                                Panel](#PaulBelcher)

  August 02, 2006        Marain, Dave           [Re: Questions to the
                                                Panel](#DaveMarain5)

  July 06, 2006          Husemann, Tony         [Re: National Math Panel\'s
                                                Focus](#TonyHusemann)

  July 1, 2006           Becker, Jerry          [Demand to Remove Researcher
                                                From Nat\'l Math
                                                Panel](#JerryBecker)

  June 15, 2006          Marain, Dave           [Re: Questions to the
                                                Panel](#DaveMarain1)

  June 15, 2006          Marain, Dave           [Re: Questions to the
                                                Panel](#DaveMarain1)

  June 05, 2006          Reid, Brooks           [Panel
                                                Representation](#BrooksReid)

  May 19, 2006           Marain, Dave           [Re: Why is there no
                                                electronic forum for public
                                                input?](#DaveMarain5)

  May 18, 2006           Marain, Dave           [Re: Why is there no
                                                electronic forum for public
                                                input?](#DaveMarain4)

  May 17, 2006           Marain, Dave           [Why is there no electronic
                                                forum for public
                                                input?](#DaveMarain3)
  ----------------------------------------------------------------------------

\-\-\-\--Original Message\-\-\-\--\
**From:** John Shacter \[mailto:jsplg@comcast.net\]\
**Sent:** Friday, May 18, 2007 2:24 AM\
**To:** Graban, Jennifer\
**Subject:** My Reactions to the Continuing Math Panel Deliberations

Hi Jennifer - Thanks for your announcement.\
\
Please forward the following comment to the panel members and also to
the Secretary of Education and her staff:\
\
I believe that anyone who advises the leaders and citizens of our nation
how to teach math (or any other subject) most effectively **[should have
to demonstrate his or her own ability to teach basic and applied math to
various age groups, say ranging somewhere from the elementary grades to
the high-school grades.\
]{.underline}**\
I know a few of the members of this panel and their advisors in the
colleges of education, etc., and I would enjoy competing with any of
them as both of us would demonstrate our (above) abilities under actual
classroom conditions. In fact, I offered to teach 30 students and agree
to let them teach only 15 students, with the two groups being randomly
divided. No one on the panel or associated with their deliberations has
reacted either to my past suggestions or to this competitive or
comparative experiment.\
\
(By the way, I am about ready to conclude that many of our professors in
our teacher colleges are themselves part of the educational problems and
setbacks in education. This may well start with their regrettable and
often misapplied beliefs that \"we are not primarily teaching subjects
\-- we are teaching each whole, individual child.\")\
\
**[So rather than wasting my time trying to repeat my so far ignored
suggestions of the past, let me just offer to review the panel\'s draft
report prior to issue, if the panel would like me to do that on a
confidential basis.\
\
Alternatively, I shall wait until the final report is issued and forward
my reactions to the Secretary and to any interested panel member at that
point.\
]{.underline}**\
With best wishes to the panel and you and your associates -\
\
Cordially, John\
\
John Shacter\
Semi-retired engineer and management consultant, and still very active
volunteer-teacher in the public schools and (most recently) some groups
of home-schoolers along with some parents.\
More background info. in the Who\'s Who volumes on Science & Engineering
or on Finance & Business.

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#JonathanHalabi2 .anchor}Jonathan Halabi
\[mailto:jd2718@gmail.com\]\
**Sent:** Friday, February 23, 2007 8:12 PM\
**To:** National Math Panel\
**Cc:** Dave Marain; Graban, Jennifer\
**Subject:** Re: National Mathematics Panel

Mr. Lau,\
\
Thank you for your response. I am a bit puzzled by this:  \"We are
currently evaluating other means of giving active teachers from all
levels more involvement in the work of the Panel.\" In fact, I was
suggesting just such an \"other means\" of getting active teachers
involved in the work of the panel:

> So why not keep the Panel, as is, but bring math teachers into the
> discussions and working groups. Not after the fact. Not to review the
> work after it is done. But to be there, to offer commentary as the
> work is in progress. To make certain that the classroom point of view
> is reflected in any proposals before they go out for comment.\
> \
> To get teachers to all the working groups, and to properly represent a
> range of levels, urban, suburban and rural, from high achieving and
> low achieving districts, and from all regions of the country, this
> would probably take 30 - 50 teachers. I think you could work something
> out.

It would seem that the suggestion is directed precisely at your concern,
and should be among those \"other means\" that you are currently
evaluating.\
\
Sincerely,\
\
Jonathan Halabi

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#JonathanHalabi .anchor}Jonathan Halabi
\[mailto:jd2718@gmail.com\]\
**Sent:** Wednesday, February 14, 2007 12:20 AM\
**To:** Graban, Jennifer\
**Cc:** Dave Marain\
**Subject:** National Mathematics Panel

Dear Ms. Graban,\
\
I read your exchange of e-mails with Dave Marain on his \"blog,\" Math
Notations.  I am not particularly concerned with issues of public access
to the Panel; I trust that adequate access is provided. I am quite
concerned with the role of current mathematics teachers in shaping
policy; it appears that there is but one active mathematics teacher on
the Panel, and no active high school mathematics teachers. Three of the
four Task Groups have no active teachers.\
\
It is a mistake to develop policy in the absence of practitioners.\
\
On the other hand, these Panel members are equipped to develop
proposals. Most mathematics teachers are not. From my own experience, as
part of a conciliation committee that removed a lousy text book (Math
Connections) from most high schools in the Bronx, teachers have
opinions, well-founded in practice, but do not have expertise in writing
policy documents.\
\
So why not keep the Panel, as is, but bring math teachers into the
discussions and working groups. Not after the fact. Not to review the
work after it is done. But to be there, to offer commentary as the work
is in progress. To make certain that the classroom point of view is
reflected in any proposals before they go out for comment.\
\
To get teachers to all the working groups, and to properly represent a
range of levels, urban, suburban and rural, from high achieving and low
achieving districts, and from all regions of the country, this would
probably take 30 - 50 teachers. I think you could work something out.\
\
Jonathan Halabi\
Mathematics Teacher\
High School of American Studies at Lehman College\
the Bronx

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#DaveMarain2 .anchor}Dave Marain
\[mailto:dmarain@rih.org\]\
**Sent:** Sunday, February 11, 2007 8:45 AM\
**To:** National Math Panel\
**Cc:** Joanne Jacobs; Jay Mathews\
**Subject:** Re: Statement to the National Math Panel - 2nd Attempt

2-11-07\
\
Dear Jennifer,\
Thank you for your reply. Please share the following with Mr. Flawn, Ida
and Panel members.\
My concerns are **NOT** allayed for the following reasons:\
\
1.  My request clearly implied a **CURRENT** 9-12 mathematics teacher on
this panel, not one who might have once been in the classroom. It is
exceptionally important to have someone who can bring both their past
and current experiences to the table, since the issues of curriculum,
instruction, assessment and most of all the problems associated with
teaching **TODAY's** children require someone who is teaching TODAY's
children. Further, it would make even more sense to include 2-3 such
teachers who represent classrooms of varying demographics. I'm sure you
would agree that the problems facing urban teachers is a bit different
from those who teach in the suburbs.\
2.  A combined 75 years of K-12 classroom experience on this panel
suggests an average of 75 divided by 30 = 2.5 yrs of experience per
panel member. Although the mean is obviously not the best measure of
central tendency here, the 75 years seems less than significant to me.\
3.  Panel members' titles, degrees, awards, number of publications,
etc., do not change the fact that there is only one current K-12 math
teacher on this panel. **I personally feel that this omission is an
expression of disrespect to myself and all other K-12 mathematics
teachers.**\
4.  While NCTM may represent a large body of mathematics teachers across
the country, they do not replace a current Algebra 2 or Geometry
teacher. Nor does their collective thinking necessarily reflect my
points of view.\
5.  Who on this Panel daily confronts the challenges of motivating up to
6 classes of children who often present a myriad of problems that affect
their ability to learn? Who on this Panel daily confronts children who
come to us with different backgrounds in math because of differences in
prior instruction and/or differences in parental support and/or
differences in learning style and/or differences in attitude and
motivation. Who on this Panel can bring their current experiences in
helping children who have a wide range of learning disabilities and who
are mainstreamed in our classes. Yes, kids are kids, however the
interests and motivations of today's children reflect today's post 9-11
society. Teaching conditions have changed and to some degree so have our
students.\
6.  When this Panel makes their recommendations, who will be the ones
who will be told to implement the changes? Who will it most directly
affect? **Who on this Panel will say, STOP: "What you're suggesting
seems to make sense mathematically or pedagogically, but it simply won't
work in real classrooms and here's why."**\
7.  There is an accepted truism that the further one is removed from the
classroom, the less in touch one is with the realities of teaching
children. Yes, we need visionaries and experts who bring a research base
to the table. However, nothing replaces the research base of the teacher
who has lived through all of the recommendations of all of the experts
from the past 30-40 years. The new math of the 60's following this
country's reaction to Sputnik, the *new* new math of the 90's that
emphasizes conceptual understanding, problem-solving and communication
--- yes, many of us have lived through this and much much more. Children
continue to learn because of dedicated teachers who have strong
convictions of WHAT children need to know despite the latest state or
federal initiative or assessment program. Teachers who know how to
BALANCE

conceptual understanding with computational and procedural proficiency.
Teachers who have brought more technology into the classroom but know
when to tell children to turn off their calculators or who know how to
balance the kinesthetic advantages of using the compass, ruler and
straightedge with 'virtual' constructions in geometry.\
8. I appreciate your nice comments about the Problems of the Day on my
blog. However, you did not mention your feelings about all of my other
postings regarding critical issues in mathematics education. I would
really like your thoughts on those as well. The Problems of the Day are
somewhat ephemeral. The real ***Problems of the Day*** are the problems
this panel is being asked to confront and 'solve.'   \
\
And I'm just scratching the surface here, Jennifer. My single voice on
one of hundreds of math teacher blogs is not going to have a seismic
effect on the National Math Panel. Of course I knew that when I wrote
you. You have already received thousands of emails and statements from
concerned educators. Some will agree with my positions and some will
not. That is not the point. Even if EVERY email is read and taken
seriously by every Panel member, it will not change the constituency of
this panel and their perspectives. When a jury makes an decision about
the fate of a defendant, the jury is supposed to be of one's peers. The
recommendations of this panel will impact on the 'fate' of our classroom
mathematics teachers for many years. ***Where are their peers?\
***\
I will have much more to say on these issues. No, Jennifer, my concerns
are not allayed\...\
Thank you for your thoughtful comments and the time you took to reply
personally.\
\
Sincerely,\
Dave Marain

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

From: []{#EminaAlibegovic .anchor}Emina Alibegovic \<eminaa@umich.edu\>

To: Flawn, Tyrrell

CC: dmarain@rih.org \<dmarain@rih.org\>

Sent: Thu Feb 08 17:10:08 2007

Subject: National Mathematics Panel

Dear Mr. Flawn,

I would like to support Mr. Dave Marain\'s suggestion to include at
least

one mathematics teacher from grade 9-12 in the National Mathematics

Panel. There are lot of us who are interested and invested in future of

not only mathematics education but our students as well, and would like

to know and be confident that decisions that will impact them are made

by knowledgeable and caring individuals. I would also be interested in

explanation of how the panel was chosen and why it is chosen in such a

way, since it seems fairly clear to me that people who would know the

most about mathematics, mathematics education and situation in the

actual field are severely underrepresented. I would suggest that this

explanation be published on your website, as I am certain that there are

many of us wondering the same (if it is already there, do forgive my

ignorance, and direct me to where I can read it).

It appears that your office has been rather slow in responding to

inquiries about this matter. I am hoping that the reason is the

thousands of emails of concerned citizens, and you and your colleagues

are simply overwhelmed by it all.

I am looking forward to hearing from you.

With best regards,

Emina Alibegovic

Assistant Professor

Department of Mathematics

University of Michigan

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

From: []{#KathyHarris .anchor}Harris, Kathy
\<Kathy.Harris@oregonstate.edu\>

To: Flawn, Tyrrell

Sent: Thu Feb 08 10:29:22 2007

Subject: Math Panel xx

Dear Mr. Flawn,

I urge you NOT to include math teachers on your panel to determine

national math standards. As a parent that is currently fighting the

system for effective and efficient math and science curriculum, it would

be difficult for me to see what has produced the math crisis (NCTM) is

able to help with the solution. In order to produce students that can

competitively enter college or the workplace, we need to go back to what

actually works.

Thanks,

-Kathy Harris

http://mathnotations.blogspot.com/2007/02/update-on-national-math-panel-

and-real.html

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#DaveMarain .anchor}Dave Marain \[mailto:dmarain@rih.org\]\
**Sent:** Tuesday, January 30, 2007 7:45 PM\
**To:** National Math Panel; Graban, Jennifer; Jay Mathews; Joanne
Jacobs\
**Subject:** Re: Statement to the National Math Panel - 2nd Attempt

Dear Ida and Jennifer,\
First, I am formally asking on 1-31-07 for permission to reprint
***replies to my emails from the Panel*** in my blog ***MathNotations***
([http://MathNotations.blogspot.com).]() Ida, you have been gracious and
supportive of my requests, choosing to respond in a humane way rather
than in a form letter or an impersonal invitation (as I received from
others) to an open meeting which most could not attend. Please reply
with your decision as soon as possible. **Regardless of this decision, I
plan to reprint all of my emails sent *to* the Panel.\
**\
I have maintained from the outset that it is imperative that the Panel
establish lines of communication enabling the broadest possible spectrum
of views, particularly those of other K-8 educators, but, most
importantly, **from a secondary math perspective**.\
\
**Repeated** **requests for an electronic forum, live chat or similar
means of communication have been denied**.\
\
I've read the Executive order to which you referred and I will excerpt
it below:\
\
(a) the critical skills and skill progressions for students to acquire
competence in algebra and readiness for higher levels of mathematics;\
(b) the role and appropriate design of standards and assessment in
promoting mathematical competence;\
(c) the processes by which students of various abilities and backgrounds
learn mathematics;\
(d) instructional practices, programs, and materials that are effective
for improving mathematics learning;\
(e) the training, selection, placement, and professional development of
teachers of mathematics in order to enhance students\' learning of
mathematics;\
(f) the role and appropriate design of systems for delivering
instruction in mathematics that combine the different elements of
learning processes, curricula, instruction, teacher training and
support, and standards, assessments, and accountability;\
(g) needs for research in support of mathematics education;\
(h) ideas for strengthening capabilities to teach children and youth
basic mathematics, geometry, algebra, and calculus and other
mathematical disciplines;\
\
**Nothing in this order precludes having a secondary math educator on
this Panel. In fact, it is a glaring omission.** The AP 'vertical team'
concept suggests we work backwards from calculus to determine what
skills and concepts students need coming out of Precalculus. This
follows logically to Algebra 2 and Algebra 1 as they are often termed. A
secondary educator was not deemed appropriate for this?\
\
Therefore, my second request:\
**I am formally requesting that there be an immediate reconstituting of
the Panel to include at least one secondary math educator.** Without
such representation, any report would be considered invalid by myself
and thousands of other educators in my opinion. It is never too late to
get the job done right, is it? Pls confirm receipt of this email.

Sincerely,\
Dave Marain

[]{#JohnShacter5 .anchor}\-\-\-\--Original Message\-\-\-\--\
From: John Shacter\
Sent: Friday, December 22, 2006 12:39 AM\
To: National Math Panel\
Subject: Ideas for the National Math Panel

**[CHAIR AND MEMBERS OF NATIONAL MATH PANEL, WITH COPY TO SECRETARY OF
EDUCATION]{.underline}** (per Ms. Jennifer Graban):\
\
This may be my last attempted contact with you, since I have not had any
evidence that anyone is paying any attention.\
Please let me be as direct as I can:\
Through no fault of your own, I am persuaded that your assigned task may
well amount to \"a stacked deck.\"\
\
THE SECRETARY OF EDUCATION HAS BASICALLY ASKED A GROUP OF ADMITTEDLY
DEDICATED BUT RATHER NARROWLY EXPERIENCED SPECIALISTS (MOSTLY
MATHEMATICAL/EDUCATIONAL EXPERTS) TO FIX SOMETHING WITH WHICH THEY HAVE
BEEN INTIMATELY CONCERNED WITH OVER THE YEARS. WHEN SHE ALSO ADDS THE
ADMONISHMENT THAT ONLY RESEARCH-ESTABLISHED \"SOLUTIONS\" BE CONSIDERED,
SHE PLACES FURTHER RESTRICTIONS ON THE OUTCOME, SINCE MUCH IF NOT ALL OF
THAT RESEARCH WAS SELECTED AND GUIDED BY THE EXPERTS ON THE PANEL OR
THEIR COLLEAGUES.\
FORGIVE ME, BUT ALL OF EDUCATION IS OF COURSE A \"SERVICE.\" AND
NORMALLY, WHEN WE REVIEW THE MISSION, PRIORITIES AND PERFORMANCE OF A
SERVICE AND DETERMINE HOW EACH ONE OF THEM MIGHT BE IMPROVED, WE DON\'T
JUST ASK THE SERVICE PROVIDERS, THEMSELVES.\
IN THE SELECTION OF YOUR PANEL, WE SHOULD HAVE AT LEAST INCLUDED
REPRESENTATIVES OF THE INTENDED \"CUSTOMERS\" OR \"POINTS OF
DESTINATION\" OF THE GRADUATES WHEN THESE ITEMS ARE EVALUATED AND
REVISIONS OR REFORMS ARE DEVELOPED. AND IN THIS CASE THE INTENDED POINTS
OF DESTINATIONS ARE SUPPOSEDLY:\
\
1. QUALITY EMPLOYERS WHO HAVE TO ENGAGE IN INCREASINGLY TOUGH WORLD
COMPETITION FOR QUALITY JOBS AND COMPETITIVE WORLD POSITIONS;\
2. QUALITY UNIVERSITIES OR OTHER INSTITUTIONS OF ADVANCED OR HIGHER
EDUCATION; AND\
3. SOCIAL/POLITICAL LEADERS WHO ARE CONCERNED WITH THE STATUS AND NEEDS
OF OUR FAMILIES, COMMUNITIES, AND SOCIETAL/GOVERNMENTAL STRUCTURES.\
\
(From a practical point of view, it may be a bit easier to find a
consensus among leaders and representatives from areas 1 and 2 above
than from area 3.)\
As a semi-retired engineer & management consultant and still very active
practicing volunteer teacher of youngsters and adults, I have addressed
you a couple of times. As I stated above I have no evidence that anyone
has been paying any attention.\
Consequently, I have to conclude that your review and recommendations
may produce some marginal improvements, but is bound to fall short of
producing the truly MAJOR improvements and reforms that are so urgently
needed today \-- not only in math, quantitative reasoning and
communications, money management, etc. \-- but also in a number of other
vital subjects which are included in most current curricula, plus still
others which are at least equally needed but would have to be added to
the current curricula.\
Sorry I cannot be more optimistic. But the results from past expert
panels (math and beyond) have certainly failed to meet the most urgent
past, current, or future needs.\
I could expand on any of the above if I received some specific feedbacks
and were asked to do so.\
\
Best wishes and happy holidays

[]{#RichardAskey1 .anchor}\-\-\-\--Original Message\-\-\-\--\
From: Richard Askey\
Sent: Wednesday, December 13, 2006 11:26 AM\
To: National Math Panel\
Subject: Winter mathematics meeting

Dear Jennifer and Tyrrell,

I just got the program for the winter meeting of some math societies in
New Orleans and noticed there would be a panel presentation from members
of the National Mathematics Panel. I was surprised to see two math
educators and no mathematicians speaking as well as the Chair of this
group. Can I assume by duality that the presentation at the annual NCTM
meeting will have the Chair and two mathematicians? Clearly not. There
is an underrepresentation of mathematics on this panel and on the
committee.

When the MET report (Mathematical Education of Teachers) was written,
three mathematics educators were asked to write the grade band parts.

All three drafts were terrible, so bad that three mathematicians were
asked to work with the authors to help draft something which was
appropriate both mathematically and for the audience intended. It is an
unfortunate fact that we cannot assume solid mathematical knowledge even
in elementary school mathematics by many people who write about it. I
have been seeing this while reading textbooks for a publisher, and
reading many other things. This is not the place to go into details, but
they can be provided if necessary.

I hold out hope that the National Mathematics Panel will come up with a
good report, but suspect that with Wilfred Schmid\'s family problem, the
already slight representation of mathematicians will

be inadequate for the job which needs to be done.

Sincerely,

Dick

Richard Askey

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#JohnShacter6 .anchor}John Shacter
\[mailto:jsplg@comcast.net\]\
**Sent:** Sunday, November 05, 2006 1:16 AM\
**To:** National Math Panel; Graban, Jennifer\
**Cc:** Graban, Jennifer\
**Subject:** Re: PANEL COMPOSITION AND MISSION

To: National Math Panel \-- per staff.\
\
Dear Staff Members \-- Ms.Graban and Clark \-- Thanks a million for your
responses and distributions!\
\
Regarding my previous point on the somewhat narrow composition of the
panel \--\
\
Most folks would agree that a former school principal serving on the
panel is hardly a substitute for having no \"PROFESSIONAL USERS OF
MATH,\" such as engineers or commercial-enterprise managers or financial
experts on the panel. **Everyone would probably agree that the current
discussions and probable future recommendations will be greatly
influenced by the composition of the panel.** Some of the  visitors at
open meetings have already expressed similar sentiments.\
\
**I am going to follow your suggestion and will submit a memo on \"HOW
TO MAKE MAJOR (NOT JUST MARGINAL) IMPROVEMENTS IN EDUCATION\" by
separate e-mail, to follow.** That memo is not limited to \"math\",
although math is of course included \-- and it happens to be my favorite
subject to teach to students of all ages and grades, including some
homeschoolers and adults (including college graduates.)\
\
**Frankly, I also don\'t see how the MATH panel can come up with the
most effective recommendations \-- except in the context of such an
OVERALL EDUCATIONAL CHALLENGE, as represented in my forthcoming memo.**
I would be interested whether any panel members will agree with me.\
\
I would of course welcome and shall try to respond to any questions or
expressions of interest by panel members.\
\
Cordially, John\
John Shacter

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#PaulBelcher .anchor}Becher, Paul
\[mailto:pbecher@waukesha.k12.wi.us\]\
**Sent:** Tuesday, August 22, 2006 12:45 PM\
**To:** National Math Panel\
**Subject:** Makeup of the National Math Panel

I am concerned about two components of your panel.

1.  I worry about the few number of classroom teachers in your group. 
Classroom teachers are the people who have the closest interaction with
students.  Their views are very important.

2\. While I do not know the \"politics\" of individual members of your
committee, I have been told that only a small percentage of people on
your committee support the position of the National Council of Teachers
of Math with regard to instructing students.  I hope this is not true. 
Besides teaching in classrooms in our district, I have also taught
graduate and undergraduate math methods classes at three different
universities.  I am aware that there is a gap, sometimes a huge gap,
between the beliefs of members of the \"Math Departments\" and the
\"Math Education Departments\".  If your committee contains many members
from math departments and few for math education departments then you
will be getting a slanted view.  I would hope your committee is at least
50% of each group.

Thank you for offering a place where we can share our ideas.  I hope
that the views of respondents will be considered.

Paul G. Becher\
K-8 Math Chairperson\
School District of Waukesha, Wisconsin

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

From: []{#DaveMarain5 .anchor}Dave Marain

Sent: Wednesday, August 02, 2006 6:05 AM

To: National Math Panel

Subject: Re: Questions to the Panel

Dear Ida,\
I continue to be optimistic that the Panel will come to appreciate the
need for more input from educators and the populace at large before
attempting to reach consensus. The College Board recently made a
decision to revise their timeline for their new AP Audit process. This
resulted from seeking direct input (via email) from professional
educators who provided cogent arguments for delaying the original
deadline for submission. My point is that they elicited and listened to
a broad spectrum of views. This sends the message that they truly care
about producing the best possible product. Although you make strong
arguments for not setting up an electronic forum, they do not dispel for
me the unfortunate message that this Panel does not truly care about the
broad opinions of a large cross-section of math educators.\
\
Yes, that is my opinion Ida. However, I am deeply concerned about the
makeup of the Panel and what I've read so far coming from the Panel.
First there is no direct representation from current secondary
mathematics. How is it possible that an elementary and secondary
educator were not selected for the group? That is unconscionable.
Further, the Panel seems to be more concerned with research requirements
for a doctoral dissertation than substance. That's not what our children
need. There are significant problems in math education in this country.
This Panel should first define these problems and then make specific
recommendations for their solution based on Best Practices and informed
by current research. That's not what I see happening but of course I
only have a very limited view of the proceedings.\
\
I am writing this to you personally because you are the only one
associated with the Panel who has taken the time to respond personally
and not with an insensitive form letter as I received from another
individual. I believe you value my comments. I am hoping that my
statement to the Panel regarding the need for National Standards and the
AP model was truly acknowledged and will be given serious
consideration.\
\
Sincerely,\
Dave Marain

 

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

From: []{#TonyHusemann .anchor}Tony Husemann

Sent: Thursday, July 06, 2006 9:12 AM

To: National Math Panel

Subject: Re: National Math Panel's Focus

Dear Math Panel Members,

Having just completed the teaching of a \"Special\" Math Methods course

at Florida Atlantic University, I asked my students a question which

appears in an article in EdWeek concerning your panel\'s work. To wit,

beginning perhaps in 1927 when NCTM published a report on how to solve

problems with math education, America has had one such report or study

after another done. In almost 80 years since that early NCTM study,

researchers continue to say \"there isn\'t much research\" on how to
solve

America\'s math education problems. How is it, with over 75 years of

research into the matter, there still \"isn\'t much research\" on how to

teach math to minorities?

Perhaps, there is an approach problem. Students in my course noted the

absence of any but one actual classroom math teacher on your panel. I

noted for them that a previous, highly acclaimed panel, the Glenn

Commission, had also had only one math teacher on it. Perhaps, research

could be conducted by sampling mathematics teachers in America\'s public

and private schools and asking them \"how do you teach math with

success?\" Comparisons between schools and teachers and their techniques

might reveal weaknesses or comparative strengths in teaching techniques

between schools with different racial and SES make-ups that could

potentially point to better methods in the weaker schools. Sample the

teachers! Instead of asking other \"expert\" who have either never been
in

a public school classroom, or were 20 years ago and have not been back

since!

Secondly, the class noted with me a disparity in how tests are

designed. For example, it is a well known educational paradigm to test

not only what you taught, but the way it was taught. Many of the lower

performing math students benefit greatly from the use of manipulatives

in their math learning. But, nothing like manipulatives is ever

incorporated into the State or National exams they must take to

demonstrate math ability. Perhaps the \"standardized\" tests could be

re-standardized to test the way math is actually taught to those pupils

who have \"traditionally\" done poorly on the present set of exams.

Lastly, there is the issue of culture. My special methods math classes

were made up of teachers who came from low income schools on a grant to

improve their teaching. They all testify to the truth of the most recent

PDK-Gallup Pol on American\'s Opinions of our schools. That is, the

troubles with schools actually originate outside of the schools

themselves. There are powerful anti-educational forces at work in the

communities around schools, but parents still expect the schools to fix

those problems. Perhaps, as Coleman noted in 1966, and Vera and Hayes

documented further in 1978, minorities perceive that social barriers,

not educational ones, prevent their success in our society. That topic

has also had lots of study, but little done to change the outcomes for

lower SES families.

In fact, an examination of the latest NAEP reports shows a clear,

almost startling trend in math scores. Overall, a bit more than 505 of

the Nation\'s students are at the \"basic to proficient\" quartile. But,

switch the view to see how males do vs females, and a disparity appears.

Continue across the top to compare blacks, Hispanics, and then \"free

lunch\" to no-free-lunch students and an amazing picture immediately

emerges. If you are poor, or black, or Hispanic, our math educational

program fails you. Surprised? You, no doubt will say \"Of course not,

that\'s why the Panel was convened.\" Really? After almost 80 years of

reports with titles like \"A nation at risk\" or \"The gathering storm\"
or

\"Before it\'s too late\" the distinguished Presidential Panel to
improve

mathematics instruction isn\'t even surprised we STILL can\'t get it

right? Maybe, that\'s our real problem. We actually do not expect to

accomplish anything, and so, once more, we won\'t!

I would love to be involved in some real research into how to improve

math education fro minorities in this country, before it really is \"too

late.\" My contact information is below, and besides, perhaps you would

consider this-try surveying the 2.3 million member NEA teachers for a

change. \"What\'s wrong with our public school system of education?\"
might

be a good start-up question to ask them.

Anthony J (Tony) Husemann

CCA Science Team Leader

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#JerryBecker .anchor}Jerry Becker
\[mailto:jbecker@siu.edu\]\
**Sent:** Saturday, July 01, 2006 6:04 PM\
**To:** jbecker@siu.edu\
**Subject:** Demand to Remove Researcher From Nat\'l Math Panel

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

From Education Week, Wednesday, June 28, 2006, Volume 25, Issue 42. See

http://www.edweek.org/ew/articles/2006/06/28/42panel_web.h25.html

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

Women\'s Association Demands Removal of Researcher From National Math
Panel

By Sean Cavanagh

Chapel Hill, N.C.

An advocacy group that promotes increased participation for women in
mathematics is calling for the removal of the vice chairwoman of a newly
formed national panel studying how to improve student performance in
that subject, citing objections over research she conducted in the 1980s
on gender differences in math reasoning.

The Association for Women in Mathematics is collecting signatures for a
petition \[see end of article\] asking the Bush administration to remove
Camilla Persson Benbow from the National Mathematics Advisory Panel, an
expert group established by the White House earlier this year. The
17-member panel is staging its second set of meetings today and tomorrow
in Chapel Hill, N.C.

The association, which is based in Fairfax, Va., and says it has 4,100
members, takes issue with three articles written by Ms. Benbow in the
1980s. One of those articles examines the possibility of differences in
mathematical reasoning ability between males and females, particularly
among those with strong ability in the subject.

The Association for Women in Mathematics\' petition says that the
articles conveyed the belief that there are \"intrinsic gender
differences that favor males at the highest levels of mathematics.\" The
petition argues that there is considerable research that contradicts Ms.
Benbow\'s findings.

\"It would be unfortunate if the work of the Panel were to be
disregarded because of an actual or perceived bias against women,\" the
petition reads. \"We urge the removal of Dr. Benbow from the panel.\"

But Ms. Benbow, a widely published scholar, said she stood completely by
the research in the three articles cited by the association. The first
article, \"Sex Differences in Mathematical Ability: Fact or Artifact,\"
appeared in the journal *Science* in 1980; a second article was
published in *Science* in 1983; and the third appeared in *Behavioral
and Brain Science* in 1988. Subsequent research has drawn similar
conclusions to hers, Ms. Benbow said in an interview at the meeting. She
said she had no plans to step down from the panel.

Ms. Benbow noted that she has conducted extensive research on how gifted
girls and boys learn math, work that she believes has benefited both
females and males in that subject.

\"They\'re taking a very myopic view of my work, and not looking at what
I\'ve done over the last 25 years,\" said Ms. Benbow, a professor of
educational psychology at Vanderbilt University in Nashville, Tenn.
\"I\'ve spent my life \[studying mathematical\] talent in math and
science in males and females. I think that counts for a lot.\"

Ms. Benbow has served as the Patricia and Rodes Hart Dean of Education
and Human Development at Vanderbilt University\'s Peabody College since
1998, according to the biography provided by the panel. She has written
or co-written more than 100 articles and edited two books. She also
received numerous awards and distinctions for her work, including a
distinguished scholar award from the National Association for Gifted
Children.

Ms. Benbow said she first learned of the petition by the Association for
Women in Mathematics a few days ago. She said she was surprised, because
she had not heard criticism of her papers from the 1980s \"in over 20
years.\"

Colleague Defends Panelist

Earlier this year, President Bush established the National Mathematics
Panel to identify research and effective strategies for teaching and
learning in that subject. The panel\'s work comes at a time when federal
officials have voiced great interest in boosting the skills of K-12
students in math and science, in part to bolster the nation\'s long-term
economic competitiveness.

The panel\'s 17 members include one current classroom teacher,
psychologists, educational researchers, and mathematicians. For the
meeting in North Carolina, the panel has broken up into four groups to
study different areas of math: conceptual knowledge and skills; learning
processes of students with different abilities; instructional practices;
and professional development.

The Bush administration issued a statement of support for Ms. Benbow,
citing her strong reputation and research background.

\"Dr. Benbow is a highly respected educator who brings a wealth of
experience and expertise to the math panel,\" said Valerie L. Smith, a
spokeswoman for the U.S. Department of Education. \"Under the leadership
of \[panel chairman Larry R. Faulkner\] and Dr. Benbow, we\'re confident
the panel will provide thoughtful, complete recommendations.\"

The second day of the meeting will include a session devoted to public
comment. On its Web site, the Association for Women in Mathematics said
it intended to have a written statement voicing concerns about Ms.
Benbow\'s work included in those comments. An official from the
association could not be reached for comment.

Another member of the panel, Deborah Loewenberg Ball, said the group\'s
criticism of Ms. Benbow\'s work was misguided. Ms. Ball, the dean of the
school of education at the University of Michigan, said the statements
made in the petition amounted to a \"political argument, not a
scientific one.\"

The goal of the panel is to examine and encourage research in math and
science, not derail it if certain groups did not approve of its
findings, Ms. Ball said.

\"They\'re trying to remove her because they don\'t like her
conclusions-that doesn\'t seem right to me,\" Ms. Ball said during a
break from the panel\'s meetings. \"They should be trying to help us
draw conclusions about math Š having people snipe at the panelists does
not help things.\"

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

The Association for Women in Mathematics \[http://www.awm-math.org/\]
has posted its petition
\[http://www.thepetitionsite.com/takeaction/474037752?ltl=1151520460\]
calling for Camilla Persson Benbow\'s removal from the National
Mathematics Advisory Panel. Also, view background
\[http://www.awm-math.org/benbow_petition/background.html information\]
on the petition and a statement
\[http://www.awm-math.org/benbow_petition/statement_UNC.html\] from the
Fairfax, Va.-based organization. Read a biography of Ms. Benbow
\[http://www.ed.gov/about/bdscomm/list/mathpanel/bios/benbow.html\], the
vice chairwoman of the National Mathematics Advisory Panel, from the
U.S. Department of Education. Also, get more information
\[http://www.ed.gov/about/bdscomm/list/mathpanel/index.html\]** ** on
the national math panel. Ms. Benbow\'s article, \"Sex Differences in
Mathematical Ability: Fact or Artifact?\"
http://www.edweek.org/ew/articles/2006/06/28/42panel_web.h25.html is
also available from Vanderbilt University
\[http://www.vanderbilt.edu/\].

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

\--

Jerry P. Becker\
Dept. of Curriculum & Instruction\
Southern Illinois University

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

From: []{#DaveMarain1 .anchor}Dave Marain

Sent: Thursday, June 15, 2006 5:51 PM

To: National Math Panel

Subject: Re: Questions to the Panel

Dear Ida,

Thanks for the quick reply.

I'm a bit confused. Setting up a message board or forum generally
involves minimum expense and time. It would enable panel members, and
anyone who is invited to join, the opportunity to view ALL messages
posted and reply to all. It's more global than email. My recommendation
for a live chat is based on its effective use by Education Week on a
regular basis. Usually 2-3 experts are available for a period of time to
reply to emails sent in real time by people all over the country. The
panelists reply to selected emails. Fascinating stuff\...\
\
Again, I do not expect to receive any special consideration here. I only
expect that my requests be given equal consideration to others. Perhaps
I have a bit more passion and resolve than some and, I guess you can
tell that I don't easily give up! Of course, you could stop my emails
instantly by recommending to Secretary Spellings that she appoint a new
panel member (only half-kidding).

Sincerely,\
Dave Marain

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#BrooksReid .anchor}Brooks Reid \[mailto:breid@csusm.edu\]\
**Sent:** Monday, June 05, 2006 6:36 PM\
**To:** National Math Panel\
**Subject:** Panel Representation

Dear Panel,

According to press releases The National Mathematics Advisory Panel is
to concentrate on *algebra* as the weak link in the math education
process.

The individuals listed as members and ex-officio members are highly
placed individuals who will no doubt be very useful

in the political process of making recommendations that might lead to
some improvement. However, I would be surprised

if any of them have actually taught a large class of high school algebra
or college algebra in the recent past. It is essential that

there be considerable representation of such experiences at the decision
making level in order for meaningful discussions to take place.

That representation should extend beyond individuals who identify
themselves as mathematics education researchers to include
mathematicians

who actually have had very recent classroom experience teaching basic
algebra and who are cognizant of the problems and issues with student
learning

of basic algebra.

K. Brooks Reid

K. Brooks Reid

University Founding Faculty

Professor of Mathematics

California State University San Marcos

breid@csusm.edu

\-\-\-\--Original Message\-\-\-\--\
**From:** Dave Marain \[mailto:dmarain@rih.org\]\
**Sent:** Friday, May 19, 2006 10:46 AM\
**To:** National Math Panel\
**Subject:** Re: Why is there no electronic forum for public input?

 

Dear Ms. Kelley (I apologize if I got that wrong!),\
I deeply appreciate your prompt and thoughtful reply. I believe you when
you say you will convey this to the panel once the organizational phase
has been completed. A 'live' electronic forum similar to the live weekly
chats on the Education Week site would enable students, parents and
educators to express their views. Many I suspect would be even more
passionate than myself (if that's possible!).\
\
The following will appear to be a mini-resume and self-aggrandizement
but I'm enumerating my background to put my comments in perspective:\
I have been involved in math education for 35 years in many capacities:
University teaching (Queen's College), high school teaching, AP Calculus
instructor for 32 years, district supervisor of mathematics, leadership
team for New Jersey Math Content Standards and Curriculum Frameworks,
K-4 Math Curriculum Leader for NJ Math Standards, member of Item Review
Committee for NJ HSPA Math graduation test, author of Mathematics
Contest of NJ for past 10 years, item writer for several state math
tests (Massachusetts, Arkansas, Ohio), SAT instructor for 30 years,
moderator of MathShare (electronic math forum), and, oh, by the way,
parent of 7 children, 6 of whom are adopted. In my 'spare' time, I send
emails to national commissions! Seriously, I have very strong views of
why the NCTM Standards and other recommendations from celebrated panels
and commissions have not made the expected impact. Having worked with
hundreds of Asian students has also helped to shape my views of what
needs to be done. I don't know all the answers, but I have some clues
--- mainly because I also listen to teachers, students and their parents
whose commonsense views are usually on target when 'averaged' out.  \
Thanks again for listening!\
\
Sincerely,\
Dave Marain\
Supervisor of Mathematics & Business\
Ramapo HS Franklin Lakes, NJ 07417\
\
\
\"Life is good for only two things, discovering mathematics and
 teaching mathematics\"\--Siméon Poisson

\-\-\-\--Original Message\-\-\-\--\
**From:** Dave Marain \[mailto:dmarain@rih.org\]\
**Sent:** Friday, May 19, 2006 10:46 AM\
**To:** National Math Panel\
**Subject:** Re: Why is there no electronic forum for public input?

 

Dear Ms. Kelley (I apologize if I got that wrong!),\
I deeply appreciate your prompt and thoughtful reply. I believe you when
you say you will convey this to the panel once the organizational phase
has been completed. A 'live' electronic forum similar to the live weekly
chats on the Education Week site would enable students, parents and
educators to express their views. Many I suspect would be even more
passionate than myself (if that's possible!).\
\
The following will appear to be a mini-resume and self-aggrandizement
but I'm enumerating my background to put my comments in perspective:\
I have been involved in math education for 35 years in many capacities:
University teaching (Queen's College), high school teaching, AP Calculus
instructor for 32 years, district supervisor of mathematics, leadership
team for New Jersey Math Content Standards and Curriculum Frameworks,
K-4 Math Curriculum Leader for NJ Math Standards, member of Item Review
Committee for NJ HSPA Math graduation test, author of Mathematics
Contest of NJ for past 10 years, item writer for several state math
tests (Massachusetts, Arkansas, Ohio), SAT instructor for 30 years,
moderator of MathShare (electronic math forum), and, oh, by the way,
parent of 7 children, 6 of whom are adopted. In my 'spare' time, I send
emails to national commissions! Seriously, I have very strong views of
why the NCTM Standards and other recommendations from celebrated panels
and commissions have not made the expected impact. Having worked with
hundreds of Asian students has also helped to shape my views of what
needs to be done. I don't know all the answers, but I have some clues
--- mainly because I also listen to teachers, students and their parents
whose commonsense views are usually on target when 'averaged' out.  \
Thanks again for listening!\
\
Sincerely,\
Dave Marain\
Supervisor of Mathematics & Business\
Ramapo HS Franklin Lakes, NJ 07417\
\
\
\"Life is good for only two things, discovering mathematics and
 teaching mathematics\"\--Siméon Poisson

\-\-\-\--Original Message\-\-\-\--\
**From:**[]{#DaveMarain4 .anchor} Dave Marain
\[mailto:dmarain@rih.org\]\
**Sent:** Thursday, May 18, 2006 1:37 PM\
**To:** Flawn, Tyrrell\
**Subject:** Re: Why is there no electronic forum for public input?

Dear Mr. Flawn,\
Thank you for your prompt reply. I fully understand that this first
meeting is organizational. I thought I had read there would be an
opportunity for public comment on 5-22-06 but I may be mistaken.\
\
I\'m not sure you answered my question however. Will there be provisions
made for an ***electronic forum*** that would enable concerned citizens
and educators, in particular, to voice their questions and concerns? I
feel this is a critical piece for the success of your endeavor, since
the views of the classroom educator are often overlooked on these kinds
of commissions. I do recognize that there is an 8th grade teacher on the
panel, but I\'m not sure that he/she represents a broad view of the
issues confronting math educators in this country.\
\
Again, I am specifically asking that consideration be given to an
***electronic discussion group***. Perhaps, once every couple of months,
panel members could field questions from the public. I feel this would
greatly enhance public trust in this process and provide valuable input
for the committee. No matter how esteemed the members may be, no matter
how many degrees or research articles or awards they may have, there is
no substitute for learning from our own students and our educators.\
\
The public can certainly monitor the information on the website you\'ve
suggested and I have and I will. **This is not what I am requesting
however**. Many math educators have felt disenfranchised by the external
powers, typically at the university or research level, who have made
curricular decisions and pedagogical recommendations often out of touch
with reality. I have already read many critical comments about the
makeup of this panel, many of which are premature and unfair. However,
they are based on a distrust of the process caused by years of
frustration. I\'ve carefully read the bios of each member and they are
some of the best in their respective fields. Unfortunately, most do NOT
directly represent me or my teachers. Our views need to be heard. Other
Blue Ribbon commissions have produced countless recommendations, yet our
students today mathematically lag behind other nations at the 8th and
11th grade levels. The panel needs to hear from the real stakeholders -
students and their teachers. My students offer me real suggestions for
how to improve my instruction and how to improve math education. Who is
listening to them!\
\
I hope you will find a way to make this electronic forum become a
reality. If not, I assure you that this vacuum will be filled by
hundreds of other forums and blogs that will continue to be critical of
the panel\'s work. Why can\'t we all work together for a common goal?
Please do not give me a boilerplate response. That is not in anyone\'s
best interests.\
\
In this electronic age of rapid communication, it is very possible that
other \'national panels of experts\' can be created overnight who will
disseminate their own recommendations and will be noticed by the media.
In fact, I can guarantee this will happen!\
\
Sincerely,\
Dave Marain\
Supervisor of Mathematics & Business\
Ramapo HS Franklin Lakes, NJ 07417\
\
\
\"Life is good for only two things, discovering mathematics and
 teaching mathematics\"\--Siméon Poisson

\-\-\-\--Original Message\-\-\-\--\
**From:** []{#DaveMarain3 .anchor}Dave Marain
 \[[mailto:dmarain@rih.org\]](mailto:dmarain@rih.org%5D)\
**Sent:** Wednesday, May 17, 2006 7:29  PM\
**To:** Flawn, Tyrrell\
**Subject:** Why is there no electronic  forum for public input?\
\
Dear Mr. Flawn (I apologize for errors here),\
To  gain the broadest possible cross-section of views and concerns
regarding  mathematics education, given the limitations of most
individuals to be able to  travel to Washington, D.C., for this open
meeting on short notice, I am  personally requesting that an electronic
forum be established for this  purpose. This would enable the maximum
number of people to participate in this  critical democratic process. I
have many questions and concerns that I would  like to voice, but I
can\'t leave my job and my family to be there in person.  Please convey
this request to the panel and please give the most serious
 consideration to this possibility. The technology can be easily set up
within  48 hours. I hope that you will respond affirmatively to this
 request.\
\
\
Sincerely,\
\
Dave Marain\
Supervisor of Mathematics  & Business\
Ramapo HS Franklin Lakes, NJ 07417