Thanks for your well researched and thoughtful input regarding this important topic. I have to admit I did not serve on the elementary math adoption committee and am not "up to speed" on what the district is currently doing. I have done some substitute teaching in math at the high school (sometimes for teachers who were attending adoption committee meetings at the secondary level) so I have some feel for what is happening there. The high school is leaning toward an integrated math curriculum, but not all math teachers support this. I don't. I also am not as current on the "Investigations" curriculum as I should be, but will do some research and ask a few questions.

As for my position as an individual math teacher, not speaking for the district or other teachers, I have been around long enough to remember the debacle of "New Math" about thirty years ago. (I can still use a slide rule and knew others who were better than I at it but did not know they were simply mechanically adding logarithms). I get concerned and somewhat skeptical when educators start tossing about terms such as "constructivist." When I asked the math department chair at Olympic College a few years ago what we could do better, he responded that in general the kids were too dependent on their calculators and could not estimate very well. I am not sure why the observations and assessments of college instructors are not taken into account when we do any curriculum review at the high school. The same might be said of of elementary teachers communicating with secondary teachers.

Most of the math teachers I have observed who have long term success are "traditional", putting heavy emphasis on mastery of basics and requiring much drill and practice from their students. No PE teacher would set a bunch of kids on a field, toss them a football, and have them "discover" how to play the game. Unfortunately, math teachers who do not use the "methodology of the day" are not always looked upon positively by their supervising administrators, most of whom have social studies or "education" backgrounds.

You are aware that a single board member cannot alone make significant changes, but he or she can influence the others, especially when he or she has strong community support. For example, the board recently forced the high school to revert from the 4 X 4 block schedule to a traditional six period day. Had not a group of parents got involved, formed an ad hoc committee, and spoke clearly and passionately at school board meetings, this change would not have happened. I vocally supported these parents while temporarily teaching at the high school... The reason I mention this is that if you and a significant group of parents feel passionately about this issue, and I am sure you do, then you can force change by speaking to the board in a concerted and coordinated manner. Whether or not I win the position on the board, I will offer my assistance in doing what we think is best for our children. It is not easy to go up against the bureaucracy, but we sometimes have to do it.

... I will do my best to find out more specifics about the newly adopted curriculum and will get back to you whether elected or not. Keep in touch.

Tom Anderson