The National Mathematics Advisory Panel (NMP), on March 13, approved and
presented to Education Secretary Spellings its 2008 Final Report titled
Foundations for Success. I was there.
The Report, as far as I can tell, makes no mention of the International
System of Units (SI) or going metric. This strongly indicates that the SI
should be taught and used in science courses and classes. The USMA President
and I provided written testimony at the NMP's first meeting two years ago at
the national Academy of Sciences. We suggested metric be included. I provided
additional written comments then and for later NMP meetings.
The NMP says that "real-world contexts to introduce mathematical ideas has
been advocated ...." However, the SI, which most of the world uses, has been
omitted.
The NMP establishes "Critical Foundations for Algebra." They are:
Fluency with Whole Numbers
Fluency with Fractions
Particular Aspects of Geometry and Measurement
The NMP recommends "A focused, coherent progression of mathematics
learning, with an emphasis on proficiency with key topics should become the
norm in elementary and middle school mathematics curricula" Computational
proficiency includes the development of automatic recall for addition,
subtraction, multiplication and division and related facts. The NMP also said
that an "integrated approach" is needed to avoid difficulties in taking
advanced mathematics course work.
These recommendations are consistent with the need for the United States to
convert to the metric system since the SI is a coherent and integrated system
of measurement. Computational efficiency and integration is fundamental with
the International System of Units since the SI is much easier to use.
For example: 1 mm of rainfall in one square metre equals 1 L of water
which has a mass of 1 kg. Therefore, 1000 mm of rain equals 1 kL (1000 litres
or one cubic metre) which has a mass of one metric ton. The is an everyday
example of the utility, simplicity and integration of the SI.
The NMP is correct in not including a specific systems of measurement to
ensure the universality of mathematics. However, it would have been
appropriate to suggest adopting the SI to help show how computational
proficiency, coherence and understanding can be improved. The recommendations
for mathematics are similar to those needed to adopt the metric (SI) system.
Since the US has impeded the use of the SI by continuing to use non-metric
systems of measurement, it is one reason why coherence, integration and
understanding are lacking and the US is rated behind other countries. The SI
is far easier for automatic recall which the NMP says is needed for
computation. I learned this type of automatic recall for addition,
subtraction, multiplication and division in the third grade. Now it's delayed
until the fourth grade.
The NMP recommends that high-quality computer-assisted instruction (CAI)
"be considered as a useful tool in developing students' automaticity."
However, there is no mention of portable handheld devices which would allow
learning "Any Time in Any Place on Any Path at Any Pace." for students,
parents, tutors, and teachers alike.
The NMP does mention that textbooks should be smaller, but why not use
current technology which can provide substantially more learning capability at
less cost. It is easier to update or to expand applications and graphics? MIT
has done it for less developed countries. The NMP says that CAI "well
designed and implemented can have a positive impact on mathematics performance"
Agreed. My granddaughter used CAI on her father's computer when she was four
years old, yet first and second grade teachers I have spoken with said that
children that age are too young.
Regards, Stan Doore
