David Klein, Professor of Mathematics at California State University, North Ridge, writes eye-opening papers about how U.S. K-12 math education has deteriorated since the early 20th century.

**A Brief History of American K-12 Mathematics Education ****in the 20th Century**

**A Quarter Century of US ‘Math Wars’ and Political Partisanship**

Wayne Bishop, Professor of Mathematics Emeritus from California State University, Los Angeles, talks about Finland’s K-12 math education deterioration.

In November 1999, 220 eminent mathematicians and scientists, including seven Nobel Laureates and Fields Medalists, issued an open letter on the Washington Post to protest U.S. Department of Education for recommending ten “**Exemplary**” or “Promising” math programs to nationwide schools. Are any of these defective math textbooks still in use in your school district?

** **Williamson Evers ,Ze’ev Wurman:

California’s Common Core Mistake Common Core was not benchmarked to international high-achieving countries despite claiming that this was so; Common Core standards were less clear than the California 1997 standards; Common Core had significant gaps in its content coverage; and, perhaps most obviously, despite its explicit promise to expect algebra and geometry in grade 8 as other countries do, it pushed the Algebra I course firmly into high school. Presentation by Ze’ev Wurman on 5/9/2019 in Palo Alto.

R. James Milgram, Professor of Mathematics of the Stanford University, was one of the four writers of the 1997 California Math Standards, which guided the significant improvement in California students’ math performance between 1997 and 2014.

Lowering the Bar: How Common Core Math Fails to Prepare High School Students for STEM

Canada mathematician Anna Stokke examines how Discovery Math ( *a.k.a* inquiry-based instruction, problem-based learning, experiential learning, constructivist learning, twenty-first century learning) has devastated Canada students’ math ability.

Are you excited about “child-centered education,” “higher-order thinking,” and “21st century skills”? Check out “**Education Terminology Every Parent Must Understand, a list compiled by renowned educator** E. D. Hirsch Jr.

* **“Over the past three decades, the achievement of waves of American students with high intellectual potential has declined as a result of inequity in educational treatment. This inequality is the result of an extreme form of egalitarianism within American society and schools, which involves the pitting of equity against excellence rather than promoting both equity and access, anti-intellectualism, the “dumping-down” of the curriculum, equating aptitude and achievement testing with elitism, the attraction to fads by schools, and the insistence of schools to teach all students from the same curriculum at the same level.” \*

**Camila*** ***Benbow & Jason Stanley (1996)*** *** How “Equity” Can Lead to Inequity for High-potential Students**

Math educators — those who received their major academic training from schools or departments of education and hold a Ph.D. in Math Education — command a major influence on K-12 math curriculum and on parents. In contrast, voices from mathematicians on K-12 math have largely gone unnoticed. This video of a 2008 panel among the former NASDAQ president Alfred R. Berkeley and three leading mathematicians is still highly relevant to K-12 math situation today.

http://www.math.jhu.edu/~wsw/ED/leadingmindstotal.m4v