NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ763284
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1539-9664
An A-Maze-ing Approach to Math: A Mathematician with a Child Learns Some Politics
Garelick, Barry
Education Next, v5 n2 p28-36 Spr 2005
In this article, the author discusses his experiences tutoring high school students in math, and the discoveries he made about current mathematics education when he attempted to find the source of their problems. When confronted with a geometry student who did not know how to do proofs, the author began to investigate math textbooks, and found something troubling: geometry and algebra texts contained very little explanation or support for the theorems and principles students were expected to learn. On further investigation, he found that current education theory promotes minimization of both teacher instruction and repetitive drills, and a disdain for standard procedures (algorithms), rather than the mastery of basic skills in tandem with larger concepts--an approach more likely to encourage students to learn and build on their learning. The author discusses the history of the "math wars" and the current conflict in the educational community over how to teach mathematics, and laments the fact that national politics have made it difficult to enact serious reform. (Contains 2 figures.)
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A