Backgound on Integrated (constructivist) Math

This article originally appeared on EdWatch.org on March 20, 2005. Last I checked it could be found at http://www.edwatch.org/updates05/032005.htm

Integrated math has been foisted on our schools by federal money and policies through a system of national standards (a Federal Curriculum). Integrated, or constructivist, math is finding its way into many unwatchful private school and home school curricula, as well. A few examples below illustrate how the integrated math system has been implemented:

• In 1989 the National Council of Teachers of Mathematics (NCTM) published its Curriculum and Evaluation Standards for School Mathematicsan extensive set of mathematics standards for grades K-12 which de-emphasized memorization of number facts, the learning of proofs, and algebraic skills, but encouraged the use of calculators and discovery learning.
• Since 1990, the National Science Foundation [funded with federal money] has awarded more than $83 million to programs that developed textbooks promoting approaches that are favored by the National Council of Teachers of Mathematics (NCTM). ["An A-Maze-ing Approach To Math," by Barry Barelick]
• The National Science Foundation (NSF) awarded millions of dollars in grant money to state boards of education whose math standards aligned with NCTM math. These state standards are enforced through the required tests of No Child Left Behind.
• The federally developed, funded, and mandated National Assessment of Educational Progress (NAEP) -- the so-called Nation's Report Card -- bases its assessments on NCTM math standards (integrated math). Consequently, the NAEP produces pressure on states to adopt integrated math standards.

The NSF awards millions of dollars of federal money to individual states for "teacher enhancement" grants and systemic change initiatives of integrated math programs and standards adoptions. For example, the University of Minnesota alone has received $2.25 million since 1997 to create an "infrastructure for the development of a systemic implementation in all schools by all teachers in the Greater Minneapolis/St. Paul area and beyond" of curriculum based on the NCTM (integrated math) standards. NCTM math is also called "Standards Based Curricula."

"Those who will, from the beginning, fully implement such a curriculum, will attend a two-week intensive summer workshop on both content and pedagogy related to the new curricula followed by academic year staff development and mentoring...A parallel set of workshops will prepare other teachers to select and implement portions of a Standards Based Curricula and prepare to move to the full implementation stage in succeeding years ... These mentor/leaders will be the core of the ongoing implementation of curricula in partner school districts. A major goal of this project is to develop and implement a replicable model for large scale selection and implementation of major curriculum reform. The model is based on long-term, purposeful and planned professional development for each 7-12 participating mathematics teacher, and on the development of long-range, skilled leadership teams in every school. " [ NSF Award Abstract - #9618741, emphasis added.]

See testimony to members of the Minnesota House Education Committee on January 24th, as EdWatch worked with others to counter the Minnesota Department of Education's behind the scenes efforts to implement integrated math assessments in place of what should have been more traditional math assessments. (See EdWatch alert of December, 2004.)

For more detailed information about integrated math and why it is being implemented, see the book AMERICA 'S SCHOOLS: The Battleground for Freedom.