2004 May 5
Dennis Brownridge;
I have just read again your text on the USMA web pages. Good stuff.
In why teach non-SI, I look for the cost. Not there.
I estimate that in the USA we waste $4 billion each year teaching IP and
fractions. More important, we teach two sets of units. This confuses
and overloads students. Many drop out of science and technology,
retreating to the humanities where reason prevails. The result is the
two cultures of C. P. Snow and other authors. This does severe damage
to society. We get bad political decisions.
Do you know of an assessment of the losses caused by teaching IP?
The Colorado Assistant Superintendent of Education says he needs
evidence of the cost. He does not make policy. He just writes the
tests students take in CSAP (Colorado Student Assessment Program).
(Of course he has a big committee of teachers to write the questions.)
He can not remove IP. IP and SI are both in the tests but SI is not
primary.
How do we prove to him that IP is largely useless, costly and damaging?
My $4 billion number came from talking to one third grade teacher
about time spent in class. How can we get a better number?
A good place for IP is in history class. Maybe we can satisfy those
who want IP by putting it in history.
I need your help. Thanks.
Robert Bushnell
[EMAIL PROTECTED]
