[Congressional Record Volume 143, Number 79 (Monday, June 9, 1997)]
[Senate]
[Pages S5393-S5394]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
A FAILURE TO PRODUCE BETTER STUDENTS
Mr. BYRD. Mr. President, over the past decade, I have been
continually puzzled by our Nation's failure to produce better students
despite public concern and despite the billions of Federal dollars
which annually are appropriated for various programs intended to aid
and improve education. Not long ago, I asked a high ranking
administration official during an Appropriations Committee hearing why,
in his opinion, we were not doing a better job of educating our
Nation's youth in light of the billions of dollars we have been
spending over these past several years. The answer I got was not very
illuminating.
Mr. President, our children still rank behind those of many other
nations of the world with which we will have to compete for the jobs of
the future. Particularly in mathematics, where our kids will have to be
especially skilled, the United States ranks 28th in average mathematics
performance according to a study of 8th graders published in 1996.
Japan ranked third.
A closer look at the current approach to mathematics in our schools
reveals something called the ``new-new math.'' Apparently the concept
behind this new-new approach to mathematics is to get kids to enjoy
mathematics and hope that that ``enjoyment'' will lead to a better
understanding of basic math concepts. Nice thought, but nice thoughts
do not always get the job done.
Recently Marianne Jennings, a professor at Arizona State University
found that her teenage daughter could not solve a mathematical
equation. This was all the more puzzling because her daughter was
getting an A in algebra. Curious about the disparity, Jennings took a
look at her daughter's Algebra textbook, euphemistically titled,
``Secondary Math: An Integrated Approach: Focus on Algebra.'' Here it
is--quite a handsome cover on the book. After reviewing it, Jennings
dubbed it ``Rain Forest Algebra.''
I have recently obtained a copy of the same strange textbook--this is
it, as I have already indicated--and I have to go a step further and
call it whacko algebra.
This textbook written by a conglomerate of authors lists 5 so-called
``algebra authors,'' but it boasts 20 ``other series authors'' and 4
``multicultural reviewers.'' We are talking about algebra now. Why we
need multicultural review of an algebra textbook is a question which I
would like to hear someone answer, and the fact that there are 4 times
as many ``other series authors'' as ``algebra authors'' in this book
made me suspect that this really was not an algebra textbook at all.
A quick look at the page entitled, ``Getting Started'' with the sub
heading, ``What Do You Think,'' quickly confirmed my suspicions about
the quirky fuzziness of this new-new approach to mathematics.
Let me quote from that opening page.
In the twenty-first century, computers will do a lot of the
work that people used to do. Even in today's workplace, there
is little need for someone to add up daily invoices or
compute sales tax. Engineers and scientists already use
computer programs to do calculations and solve equations.
What kind of a message is sent by that brilliant opening salvo?
It hardly impresses upon the student the importance of mastering the
basics of mathematics or encourages them to dig in and prepare for the
difficult work it takes to be a first-rate student in math. Rather it
seems to say, ``Don't worry about all of this math stuff too much.
Computers will do all that work for us in a few years anyway.'' Can you
imagine such a goofy passage in a Japanese math textbook? I ask what
happens if the computer breaks down or if we forget and leave the
pocket calculator at home? It appears that we may be on the verge of
producing a generation of students who cannot do a simple mathematical
equation in their heads, or with a pencil, or even balance a checkbook.
The ``Getting Started'' portion of the text goes on to extol the
virtues of teamwork, to explain how to get to know other students and
to ask how teamwork plays a role in conserving natural resources. What,
I ask--what in heaven's name does this have to do with algebra? I took
algebra instead of Latin when I was in high school. I never had this
razzle-dazzle confusing stuff.
Page 5 of this same wondrous tome begins with a heading written in
Spanish, English, and Portuguese, a map of South America and an
indication of which language is spoken where. Pythagorus would have
been scratching his head by this time, and I confess, so was I.
This odd amalgam of math, geography and language masquerading as an
algebra textbook goes on to intersperse each chapter with helpful
comments and photos of children named Taktuk, Esteban, and Minh.
Although I don't know what happened to Dick and Jane, I do understand
now why there are four multicultural reviewers for this book. However,
I still don't quite grasp the necessity for political correctness in an
algebra textbook. Nor do I understand the inclusion of the United
Nations Universal Declaration of Human Rights in three languages, a
section on the language of Algebra which defines such mathematically
significant phrases as, ``the lion's share,'' the ``boondocks,'' and
``not worth his salt.''
By the time we get around to defining an algebraic expression we are
on page 107. But it isn't long before we are off that boring topic to
an illuminating testimony by Dave Sanfilippo, a driver with the United
Parcel Service. Sanfilippo tells us that he ``didn't do well in high
school mathematics * * *'' but that he is doing well at his job now
because he enters ``* * * information on a pocket computer * * *''--
hardly inspirational stuff for a kid struggling with algebra.
From there we hurry on to lectures on endangered species, a
discussion of air pollution, facts about the Dogon people of
West Africa, chili recipes and a discussion of varieties of hot
peppers--no wonder our pages are having difficulty containing
themselves. They are almost in stitches--what role zoos should play in
today's society, and the dubious art of making shape images of animals
on a bedroom wall, only reaching a discussion of the Pythagorean
Theorem on page 502. By this time I was thoroughly dazed and unsure of
whether I was looking at a science book, a language book, a sociology
book or a geography book. In fact, of
[[Page S5394]]
course, that is the crux of the problem. I was looking at all of the
above.
This textbook tries to be all things to all students in all subjects
and the result is a mush of multiculturalism, environmental and
political correctness, and various disjointed discussions on a
multitude of topics which certainly is bound to confuse the students
trying to learn and the teachers trying to teach from such unfocused
nonsense. It is not just nonsense, it is unfocused nonsense, which is
even worse.
Mathematics is about rules, memorized procedures and methodical
thinking. We do memorize the multiplication tables, don't we? Else how
will one know that nine 8s are 72 and that eight 9s are 72. This new-
new mush-mush math will never produce quality engineers or
mathematicians who can compete for jobs in the global market place. In
Palo Alto, CA, public school math students plummeted from the 86th
percentile to the 56th in the first year of new-new math teaching. This
awful textbook obviously fails to do in 812 pages what comparable
Japanese textbooks do so well in 200. The average standardized math
score in Japan is 80. In the United States it is 52.
When my staff contacted Marianne Jennings to obtain a copy of this
textbook, I did learn one good thing about it. She told my staff that
because of public outcry the public schools in her area have
discontinued its use and have gone back to traditional math textbooks.
Another useful purpose has been served by my personal perusal of this
textbook. I now have a partial answer to my question about why we don't
produce better students despite all the money that Federal taxpayers
shell out.
The lesson here is for parents to follow Marianne Jennings' lead and
take a close look at their children's textbooks to be sure that the
new-new math and other similar nonsense has not crept into the local
school system.
All the Federal dollars we can channel for education cannot
counteract the disastrous effect of textbooks like this one. They will
produce dumb-dumb students and parents need to get heavily involved to
reverse that trend now!
Mr. President, I ask that an article from the May 26 edition of U.S.
News and World Report on the same subject be printed in the Record at
this point.
The title of the article is, ``That so-called Pythagoras.''
There being no objection, the article was ordered to be printed in
the Record, as follows:
[From the U.S. News & World Report, May 26, 1997]
That So-Called Pythagoras
(By John Leo)
``Deep Thoughts'' started as Jack Handy's running joke on
TV's Saturday Night Live--a series of mock-inspirational
messages about life that make no sense at all. Now ``Deep
Thoughts'' are available on greeting cards, including one
that pokes fun at the fuzzy new math in the schools. The card
says: ``Instead of having `answers' on a math test, they
should just call them `impressions,' and if you got a
different `impression,' so what, can't we all be brothers?''
Pretty funny. But it's hard for satire to stay ahead of
actual events these days, particularly in education. The
``New-New Math,'' as it is sometimes called, has a high-
minded goal: Get beyond traditional math drills by helping
students understand and enjoy mathematical concepts. But in
practice, alas, the New-New Math is yet another educational
``Deep Thought.''
Basic skills are pushed to the margin by theory and the
idea that students should not be passive receivers of rules
but self-discoverers, gently guided by teachers, who are co-
learners, not authority figures with lessons to impart.
Correct answers aren't terribly important. Detractors call it
``whole math,'' because students frequently end up guessing
at answers, just as children exposed to the ``whole
language'' fad in English classes end up guessing at words
they can't pronounce. ``Although the Wicked Whole-Language
Witch is dying, the Whole-Math Witch isn't even ill,'' said
Wayne Bishop, professor of mathematics at California State
University-Los Angeles.
Mathematically Correct, a San Diego-based group which
strongly opposes whole math, recently posted a list of
commandments on its Web site, including ``Honor the correct
answer more than the guess,'' ``Give good grades only for
good work,'' and ``Avoid vague objectives.''
Bologna sandwich? Those vague objectives include meandering
exercises that have little to do with math, such as
illustrating data collection by having second-graders draw
pictures of their lunch, then cut the pictures out and put
them in paper bags. Worse, the New-New Math comes with the
usual stew of ed-school obsessions about feelings, self-
esteem, dumbing down, and an all-around politically correct
agenda.
Marianne Jennings, a professor at Arizona State University,
found that her teenage daughter was getting an A in algebra
but had no idea how to solve an equation. So Jennings
acquired a copy of her daughter's textbook. The real title is
Secondary Math: an ``Integrated Approach: Focus on Algebra,''
but Jennings calls it ``Rain Forest Algebra.''
It includes Maya Angelou's poetry, pictures of
President Clinton and Mali wood carvings, lectures on what
environmental sinners we all are and photos of students
with names such as Tatuk and Esteban ``who offer my
daughter thoughts on life.'' It also contains praise for
the wife of Pythagoras, father of the Pythagorean theorem,
and asks students such mathematical brain teasers as
``What role should zoos play in our society?'' However,
equations don't show up until Page 165, and the first
solution of a linear equation, which comes on Page 218, is
reached by guessing and checking.
Jennings points out that Focus on Algebra is 812 pages
long, compared with 200 for the average math textbook in
Japan. ``This would explain why the average standardized
score is 80 in Japan and 52 here,'' she says. Marks do seem
to head south when New-New Math appears. In well-off Palo
Alto, Calif., public-school math students dropped from the
86th percentile nationally to the 58th in the first year of
New-New teaching, then went back up the next year to the 77th
percentile when the schools moderated their approach.
The New-New Math has become a carrier for the aggressive
multiculturalism spreading inexorably through the schools.
Literature from the National Council of Teachers of
Mathematics, which is promoting whole math, is filled with
suggestions on how to push multiculturalism in arithmetic and
math classes.
New-New Math is also vaguely allied with an alleged new
field of study called ethnomathematics. Most of us may think
that math is an abstract and universal discipline that has
little to do with ethnicity. But a lot of
ethnomathematicians, who are busy holding conferences and
writing books, say that all peoples have a natural
culturebound mathematics. Western math, in this view, isn't
universal but an expression of white male culture imposed on
nonwhites. Much of this is the usual ranting about
``Eurocentrism.'' Ethnomathematics, a book of collected
essays, starts by reminding us that ``Geographically, Europe
does not exist, since it is only a peninsula on the vast
Eurasian continent. . . .'' Before long, there is a reference
to ``the so-called Pythagorean theorem.'' Much of the
literature claims that nonliterate peoples indicated their
grasp of math in many ways, from quilt patterns to an ancient
African bone cut with marks that may have been used for
counting.
It's all rather stunning nonsense, but this is where
multiculturalism is right now. Unless you are headed for an
engineering school working with Yoruba calculators, or unless
you wish to balance your checkbook the ancient Navajo way,
it's probably safe to ignore the whole thing.
Mr. BYRD. Mr. President, I yield the floor. I suggest the absence of
a quorum.
The PRESIDING OFFICER (Mr. Enzi). The clerk will call the roll.
The bill clerk proceeded to call the roll.
Mr. ABRAHAM. Mr. President, I ask unanimous consent that the order
for the quorum call be rescinded.
The PRESIDING OFFICER. Without objection, it is so ordered.
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