City Journal recently printed an essay on the fact that we give working mathematicians very little say in how we design our math curriculum and then wonder why we’re not particularly effective at educating our students in math.
The statistics on U.S. math performance are grim. American eighth-graders ranked 25th out of 30 countries in mathematics achievement on the 2006 Programme for International Student Assessment (PISA), which claims to assess application of the mathematical knowledge and skills needed in adult life through problem-solving test items. We do better on the Trends in International Mathematics and Science Study (TIMSS), whose test items are related to the content of school mathematics curricula. (Differences in participating countries aren’t significant.) But according to Mark Schneider, a former commissioner of education statistics at the Department of Education, the United States lags behind too many countries in “overall mathematics performance and in the performance of our best students.”
There are some zingers toward the end, which I don’t believe are necessarily fair:
Baseless pedagogical theories mean that the educators’ long-term captive audience—K–12 teachers, most drawn from the middle academic tier of our high school population and the bottom third of our undergraduate population—will know even less about authentic mathematics than they do now. Alas, so will their students. And even if a new Congress or Secretary of Education were to support the panel’s recommendations, it will be essentially business as usual in the public schools so long as math educators, joined by assessment experts and technology salesmen, continue to shape the curriculum.
