NYC HOLD National (Honest Open Logical Decisions on
Mathematics Education Reform) is an education advocacy organization
formed originally to address parents' developing concerns with the
National Council of Teachers of Mathematics (NCTM) standards-based
reform programs adopted in Manhattan Community School District 2. Our
coalition has since expanded its focus to address mathematics
education throughout New York City schools. NYC HOLD members include
parents, educators, mathematicians and other concerned citizens who
are committed to improving the quality of K-12 mathematics instruction
in NYC.
Many of us owe our current success to the magnificent education we
obtained in New York public schools. Many of us have entrusted our
children to the public school system. We want our children to
receive, as we did, a love of learning, preparation for life, and the
foundation for success in college and careers.
We are parents. We have followed our children's experience and
progress in NCTM Standards-based mathematics programs and have grown
increasingly concerned. We have studied the materials and teaching
approaches in our children's schools. Some of us have researched the
programs and their use in other regions and found that we are not
alone in our concerns, rather, our experiences and worries are shared
by parents across the country.
We have been dismayed and frustrated by teachers' reports that their
hands are tied, that they're not free to teach with the materials and
methods they believe best suited for our children. We have learned
that mathematicians and scientists have confirmed our suspicions that
the programs lack adequate skills development, important topics, and
the rigor necessary to prepare our children for advanced high school
math and science courses and pursuit of college math-based courses and
majors.
While we value strategies to engage students, that promote
understanding and help make the study of mathematics accessible to the
broadest number of students, we reject a constructivist approach that
(1) de-emphasizes and devalues basic skills mastery (2) denigrates the
importance of memorization and practice (3) lacks prescription for
regular assessment of skills mastery, conceptual understanding and
problem solving (4) promotes literacy skills to a greater degree than
mathematical competency (5) is dismissive of the fundamental value of
a textbook to provide coherence, and bridge classroom instruction with
parent support at home (6) that leaves our children poorly prepared
for standardized assessments and entrance examinations for competitive
middle school admissions and the specialized math and science high
schools (7) that leaves our children bored or hopelessly frustrated.
We believe our children are victims of curriculum experimentation that
is imposed without parent choice, without independent review, and
without regard for even the most evident near- and long-term damage to
our children's education. Our children, many with good grades and
praised by their teachers, are left confused and unable to perform the
most routine calculations.
Those of us who can afford it, and some who cannot, have spent
enormous sums on outside tutoring while achieving only partial
success.
We have sought assistance from college mathematics professors, who
have without exception or reservation validated our concerns.
We have many times appealed, individually and in group, to district
and central board administrators, and have been met with arrogance and
hostility.
We want an alternative to the NCTM Standards-based math programs, the
choice to enroll our children in coherent, rigorous, college
preparatory K-12 mathematics programs.
We are mathematicians. We are professors at New York
University, at the seventeen constituent colleges of the City
University of New York, and throughout the country. We have examined
closely new curricula that have been implemented in New York City and
nationwide, and believe firmly that K-12 students subjected to these
curricula, including TERC Investigations, Connected Mathematics
Project (CMP), Interactive Mathematics Program (IMP), and Mathematics,
Modeling our World (MMOW/ARISE), will have little if any chance to
succeed in even basic mathematics and science courses when they get to
college. We are severely critical as well of the Everyday Mathematics
program newly mandated in New York City K-5. The Board of Education
has insisted on implementing these curricula, based on what is called
"constructivist" educational philosophy, despite the fact that they
have been denounced by mathematicians locally and nationwide.
The percentage of high school students for whom solid mathematics
preparation is a prerequisite for success in college and careers is
large and is increasing. We firmly believe that every student is
capable of mastering the pre-college mathematics needed for success in
college math courses. We contend that the New York City Board of
Education has the absolute obligation to provide all of its students
with that degree of mastery. For at least thirty years, it has not
done so.
During that time, the Board sought little if any input from college
mathematics professors responsible for working with graduates of the
school system. Particularly troubling are events of the last decade,
during which the New York City Board of Education co-operated fully
with constructivist educators, whose vision for mathematics education
reform threatens to abolish all aspects of traditional mathematics
education.
This vision, supported and promulgated to the exclusion of all others
by the NCTM (National Council of Teachers of Mathematics), claims that
all students, but especially minorities and women, need a new
approach. Their solution, regrettably in our view, is curricula that
replace explicit instruction and practice by reliance on calculators,
pictures, and models, all to the detriment of traditional skills
development. Students are thereby deprived of facility with the
algebraic language of mathematics, without which it is impossible to
obtain later a true understanding of, or to succeed, in college
mathematics. These curricula, all imposed without outside evaluation
or consultation with college mathematics departments, are profoundly
deficient programs built on a wrongheaded and content-poor ideology of
mathematics education.
We are K-12 educators. We are teachers who know and love real
mathematics and want nothing more than to teach real mathematics,
understand that mathematics does not come naturally. It is a skill
which must be taught, developed and practiced.
The constructivist curricula rely on students' discovery of their own
solutions and algorithms. In the best of circumstances this only
delays learning, and most often it denies students access to the
important standard algorithms used over the past hundreds of years.
To downplay the teaching of traditional algorithms is a terrible
disservice to all students. The standard methods generalize and
scale. In other words, they can be used to solve all problems, small
and large, of a particular type. Most of the various methods that the
students are taught in the "reform" curricula either don't generalize
or are so cumbersome that they put the students at an extreme
disadvantage, compared to those students who have been taught the
standard algorithms properly and with inclusion of clear explanations
as to why they work. Mastery of the standard algorithms provides a
basis for the learning of algebra and higher mathematics. Without
mastery and understanding, students face an extremely difficult time
advancing.
We know that District 2, while claiming marginal improvements in test
scores, omits acknowledgement of the oftentimes heroic clandestine
contributions of classroom teachers who have chosen, at some
professional risk, to defy district constructivist directives, quietly
close their doors, and teach their students real math. We know the
District 2 test scores also reflect to a large degree the huge
investment in outside tutoring by those parents who can afford it. We
are aware of the unacceptably low level of achievement and precipitous
decline in the scores of students in some heavily poor and minority
District 2 schools where supplementation and outside tutoring is far
less pervasive.
We are concerned with the modification of city and state testing
instruments, which exclude a proper battery of grade-appropriate
questions involving basic procedural skills.
We know that in New York City, despite proponents' attempts to claim
success, even the elite New York City high schools have seen a decline
in the mathematical competence of incoming students from Manhattan
District 2, Brooklyn District 15, and other districts that have been
using the constructivist curricula for a period of years.
We believe that students should not be forced into inferior
constructivist programs in their foundation elementary and middle
school training, that leave them unprepared and at a distinct
disadvantage in high school math and science classes, and in
subsequent college math and science courses and careers.
We believe that our capacity to teach mathematics is being severely
compromised by inferior "reform" curricula.
In conclusion, we who know, appreciate and teach mathematics are
appalled by the disservice being done to a whole generation of our
students.
Elizabeth Carson, Co-Founder NYC HOLD, NYC parent. Web page.
Christine Larson, Co-Founder NYC HOLD, NYC parent.
Ethan Akin, Department of Mathematics, City College, City
University of New York.
Marvin Bishop, Department of Mathematics and Computer Science,
Manhattan College; NYC parent.
Bas Braams, Department of Mathematics and Computer Science,
Emory University.
Web page.
Naomi Bushman, NYC parent and private mathematics tutor.
Sylvain Cappell, Department of Mathematics, New York
University. Web
page.
Edmond David, NYC parent.
Garry Dobbins, NYC parent.
Susan Erlanger, NYC parent.
Robert Feinerman, Chair, Department of Mathematics and Computer
Science, Lehman College, CUNY; Chair, CUNY Council of Math Chairs; and
member, Community School Board 10.
Fred Greenleaf, Department of Mathematics, New York University.
Web page.
Margaret Hunnewell, NYC parent.
Carol Hutchins, Librarian, Courant Institute of Mathematical
Sciences, New York University.
Charles Newman, Department of Mathematics and Acting Director,
Courant Institute, New York University. Web page.
Stanley Ocken, Department of Mathematics, City College of the
City University of New York. Web
page.
Ralph Raimi, Department of Mathematics, University of
Rochester. Web
page.
Marvin Rich, NYC science teacher (retired).
Eileen Rodriguez, Department of Mathematics, New York
University.
Edmond Schonberg, Department of Computer Science, New York
University, and NYC parent.
Marilyn Schorr, NYC parent.
Steve Schwartz, NYC math teacher (retired).
Malcolm Sherman, Department of Mathematical Statistics,
SUNY, Albany.
Alan Siegel, Department of Computer Science, New York
University. Web
page.
Amy Lestner Thomas, NYC parent.
Maureen and Michael Weinberg, NYC parents.
Marjorie Weinman and Mitchell Breit, NYC parents.
Bruce Winokur, YC parent, Stuyvesant High School Mathematics
Instructor.
Manuel Berriozábal, Department of Applied Mathematics, The
University of Texas at San Antonio. Founder and Executive Director of
the San Antonio Prefreshman Engineering Program (1979 - Present),
Texas Prefreshman Engineering Program (1986 - Present), and Proyecto
Access (1997 - Present). Member, U. S. Department of Education Expert
Panel on Mathematics and Science Education (1996 - 2000). Member,
BEST (Building Engineering Science and Talent), a Congressional
mandated national blue ribbon panel to identify best practices which
will increase the participation of girls, members of under-represented
minority groups, and students with disabilities in the fields of
science, engineering, and technology (2002 - Present). Web page and Presentation.
Wayne Bishop, Department of Mathematics and Computer Science,
California State University, Los Angeles. Advisory Panel to
California Commission on Teacher Credentialing 1988-1991; Mathematics
Task Force, Member, State of California 1995; California Assembly
Hearings on Mathematics Education, Panelist 1996 ; Content Review
Panel, CA approval of mathematics textbooks 1998-99, 2000-01.
Paul Clopton, Research Service, VA Medical Center, San Diego.
Co-Founder, Mathematically Correct; member of the Texas TAKS
mathematics performance standards panel (2002), the CA Standards Level
Setting Panel (1999-present), the CA Standards Tests Mathematics
Content Review Panel (1998-present); past member of the CA Mathematics
Curriculum Framework and Criteria Committee.
Bill Evers, Research Fellow, Hoover Institution, Stanford
University. Education Policy Advisor to President George W Bush, 2000
campaign and member of the Education Advisory Committee for the
transition; Presidential appointment to the White House Commission on
Presidential Scholars (2001 - present); Member of the National
Educational Research Policy and Priorities Board (2001 - present);
California Commission for the Establishment of Academic Content and
Performance Standards (1996 - 1998); Member of the CA content review
panels for history and mathematics; Member of the Board of Directors
of the East Palo Alto Charter School (1997 - present); Co-Founder,
HOLD Honest Open Logical Debate on math reform, Palo Alto. Web page.
Barry Garelick, parent and advocate for better mathematics
programs in U.S. schools. Worked on temporary assignment to a
Senator in 2002, providing advice on math education in the U.S. Wrote
an article
exploring the state of K-12 math education in the US, which appeared
in Education Next (Feb 2005). Has written several other articles on
math education that have appeared on the web. Provided testimony to
the D.C. Public Schools, protesting the adoption of Everyday
Mathematics and Connected Math. Provided math tutoring to students in
Macfarland Middle School in Washington, DC, and continues to provide
math tutoring in his community in McLean, Virginia. He has a degree
in mathematics from University of Michigan.
John Hoven, Co-president, Gifted and Talented Association of
Montgomery County, Maryland, Inc. Testified to the National Assessment
Governing Board on the draft 2004 Mathematics Framework for NAEP,
under sponsorship of The Center for Education Reform (CER)
(Washington, DC, Sep 24, 2001). Web page.
David Klein, Department of Mathematics, California State
University Northridge. Served on CA mathematics curriculum review
panel (1999, 2001); Appointed by the California State Board of
Education to review and evaluate professional development proposals
for California mathematics teachers (1999); Mathematics content
director, Los Angeles County Office of Education (1999 - 2000);
Testified to a subcommittee of the House of Representatives, April 4,
2000. Web page.
Richard Innes, Editor, Kentucky Education Reform Update.
Mr. Innes has a strong avocation in research on testing including
Kentucky's performance based assessments and the National Assessment
of Educational Progress (NAEP). He produces the Kera Newletter and
the EdDataFromInnes Web
site.
Michael McKeown, Professor, Medical Science, Brown University.
Co-founder of Mathematically Correct. Committee author of the
California Mathematics Program Advisory; Contributing author of the
California Science Standards; Committee author of the San Diego Math
Standards, 1998; Collaborating reviewer of second-, fifth-, and
seventh-grade, as well as algebra, math texts. Co-author, Chapter 13,
What's at Stake in the K-12 Standards Wars (ed. S. Stotsky, Peter
Lang Publishers, 2000). Dr. McKeown was called to Washington to
discuss math issues with Education Secretary Richard W. Riley and has
twice been an invited speaker at the Education Leaders Council annual
meeting.
James Milgram, Department of Mathematics, Stanford University.
Co-author of the California Mathematics Standards (1997) and Framework
(1998); Member, Content Review Panel of Textbooks in Mathematics, for
the California Partial Textbook Adoption, 1999; Member, Achieve
Commission on the National Eighth Grade Mathematics Examination;
Member, Content Review Panel for Mathematics Curricula, for the
California Textbook Adoption, 2000; Reviewed State Mathematics
Standards for Wisconsin, Texas, Oklahoma, Tennessee, Oregon, for
Achieve 2000 - 2001; Member, State Mathematics Standards Writing Team,
New Mexico, 2001 - 2002; Member, supervisory board (with R. Askey,
R. Dixon), for Fordham Foundation, Smith-Richardson Foundation funded
study of State Mathematics Assessments by Accountability Works, 2002;
Member, Educational Testing Service SAT I Review Panel, 2002; Reviewed
Montgomery County, VA, Mathematics Standards for Achieve, 2002;
Member, Advisory Board Israel Pilot Singapore Mathematics Program,
2002; Advisor, U.S. Dept. of Education, on Implementation of
Math-Science Initiative... [more]
Chris Patterson, former director of education research, Texas
Public Policy Foundation. Served on Texas State Board of Education's
Standards Setting Panel for State Assessments, 2002; Served on Texas
State Board of Education Mathematics Standards-Setting Panel for the
Texas Assessment of Knowledge and Skills (TAKS), Grades 10 and 11,
2002; Served on the Texas State Board of Education's Mathematics
Standards-Setting Panel for Mathematics, grades 3-11, 2002. Web page.
Richard Phelps, Economist (Masters from Indiana and Harvard,
Ph.D. from U Penn's Wharton School). Taught secondary school
mathematics in Burkina Faso (West Africa); worked at the Organisation
for Economic Co-operation and Development in Paris, the U.S. General
Accounting Office, Westat, and Indiana's Education Department; and has
published dozens of articles in scholarly journals. Phelps has edited
the weekly on-line series, In Defense of Testing, at EducationNews.org
since the year 2000, is the author of Kill the messenger: The war on
standardized testing (Transaction), and the editor of Defending
standardized testing (Lawrence Erlbaum). Web page.
Bill Quirk, Mathematician. Provided analyses of the NCTM and
NCEE Standards and of the related New York City and New Jersey State
standards, and of the TERC curriculum. Web page.
Susan Sarhady, parent and President, Plano Parental Rights
Council. Testified before two sub-committees of the U.S. House of
Representatives Committee on Education and the Workforce (Feb 2000);
co-wrote and submitted citizen's petition to the State Board of
Education requesting a rule change that would require parent
notification when their child's textbook is non-conforming (March
2000) (Led to State Board of Education resolution that recommends
school districts notify each student's parent or guardian of all
textbooks selected from the non-conforming list of state-adopted
textbooks); participated on the TAKS Mathematics Grades 7-8 Standard
Setting Committee (Sep 2002). Web
page.
Wilfried Schmid, Department of Mathematics, Harvard University;
Helped write the 2000 Massachusetts Mathematics Curriculum Framework;
Mathematics Advisor to the Massachusetts Department of Education;
Member of the Steering Committee for Mathematics NAEP, 2000-2001;
Member of the Program Committee for the International Congress of
Mathematics Education 2004. Web page.
Martha Schwartz, University of Southern California. Member or
Past Member of the CA Mathematics Framework Committee, the CA Math
Instructional Materials Advisory Panel, the CA Science Content
Standards drafting team, the CA State Testing and Reporting System
performance level panel; and various Los Angeles regional mathematics
and science advisory functions.
Barry Simon, Departments of Mathematics and Physics, CalTech.
Served on LAUSD (Los Angeles Unified School District) Mathematics
Curriculum and Textbook Committees (1999 - 2000). Web page.
Mark Steinberger, Deptartment of Mathematics and Statistics,
SUNY, Albany. Web
page.
Sandra Stotsky is an independent educational consultant and
researcher with an interest in teacher education reform, state
standards, and high school reform. She directs a one-week summer
institute on the Constitution and Bill of Rights, co-sponsored by the
Lincoln and Therese Filene Foundation and the Center for Civic
Education in California. From 1999-2003, she was Senior Associate
Commissioner at the Massachusetts Department of Education and directed
a complete revision of the state's licensing regulations for teachers,
administrators, and teacher training schools, as well as of the
state's PreK-12 standards for history and social science, English
language arts and reading, mathematics, science and
technology/engineering, early childhood (preschool), and instructional
technology. She has authored several books and many monographs,
research reports, essays, op-eds, and reviews on various curricular
areas pre-college and college education.
W. Stephen Wilson, Department of Mathematics, Johns Hopkins
University. Testified before the Maryland State Board of Education;
Scheduled panelist on mathematics education at the upcoming annual
conference for the Association of Independent Maryland Schools (AIMS)
(Oct 21, 2002); Initiated change to quality math program in Friends
School of Baltimore; Mathematics consultant to local parent campaign
in Montgomery County, MD. Web
page.
Ze'ev Wurman, Parent. Co-Founder, HOLD, Palo Alto; member of
the CA STAR mathematics content review panel and past member of the CA
mathematics framework committee.
Dinner in Tribeca, August 15, 2002.
Identification:
Sitting, from left to right: Maryann Stimmer, Henry Katz, Betsy
Combier, Chuck Newman, Diane Temkin, Bill Quirk.
Standing, from left to right: David Garbasz, Fred Greenleaf,
Elizabeth Carson, Sylvain Cappell, Amy Cappell, Edmond David, Bas
Braams, Bruce Winokur, Arlene Newman, Rick Schwartz, Norma Levine,
Alan Siegel, Martha Schwartz, Marilyn Schorr.
Not shown: our photographer, Coralie Quirk. (Here is a smaller version of the photo; 78 KB
instead of 1.44 MB.)
(Return to the top of this page, or
return to the NYC HOLD main page.)
We thank New York University for hosting these Web pages. The
views and opinions expressed in this page and the pages referenced
herein are strictly those of the respective page authors. The
contents of these pages have not been reviewed or approved by
NYU.
Introduction
NYC HOLD Founding Committee
National Advisors
Supplements
Group Photo with Friends
