NYC HOLD Honest open Logical Debate on math reform





 Community School District 2 (CSD#2) Curricula Implementation


“New York City Urban Systemic Initiative,” NSF:    


“New York State Systemic Initiative,” NSF:  


Reconceptualizing Mathematics Teaching and learning Through Professional Development,” NSF grant abstract  #9731424, updated November 1, 2000:


“Mathematics Curriculum Implementation: Not a Beginning, Not an End,” Susan Jo Russell, Hands On!, Volume 21, No.1, Spring 1998:


“Investigations – New York, New York,” The ARC Center’s Implementation Stories From the Field:


CSD#2 Curricula


Investigations in Number, Data and Space, TERC (K-5), Curriculum Descriptions:


Connected Mathematics Project (CMP) (6-8), Unit Goals:


CMP Implementation Center:


“ARISE: MMOW”s Vision,” Applications/Reform in Secondary Education (ARISE) is the COMAP project which led to the development of MMOW:

Curriculum Components of Course I, MMOW (to replace Algebra I), COMAP 1998:

Curriculum Components of Course 2, MMOW (to replace Geometry), COMAP 1998:

Curriculum Components of Course 3, MMOW (to replace Algebra II), COMAP 1998:


Content Comparatives to CSD#2 Curricula


“What Every Student Should Know And Be Able To Do,” by grade, Mathematics, NYC Board of Education:


Mathematics Content Standards for California Public Schools, Kindergarten Through Grade Twelve, California Department of Education, 1999:


Singapore Math and Science Books, by grade:


Program Reviews


Program Reviews on Mathematically Correct:


“An Evaluation of CMP,” R. James Milgram:



Math Education & Reform - General


“An Open Letter to United States Secretary of Education, Richard Riley,” Dr. David Klein, et al. Washington Post, November 18, 1999:  


“Language and the Learning of Mathematics,” Frank Allen, NCTM Annual Meeting, 1988:


“Repairing School Mathematics in the US,” Frank Allen, past NCTM president, 1998:


“Good Intentions are not enough,” Richard Askey, 1999:


“Knowing and Teaching Elementary Mathematics,” Richard Askey, American Educator, Fall 1999:


“Math Lessons From Japan, The TIMSS and the Truth,” Wayne Bishop, LA Times, January 15, 1997:


“Honest Follow-Through Needed on This Project,” Marian Kester Coombs The Washington Times, March 24, 1998:


Address to California State Board of Education, E.D. Hirsch, Jr., April 10, 1997:


“Reports of the AMS Association Resource Group,” Roger Howe, Notices of the American Mathematical Society 45 (2) February 1998:


“Open Letter on Mathematics Curricula Ignites Debate,” Allyn Jackson, “For Your Information,Notices of the American Mathematical Society 44 (2) February 2000:


“Math Problems: Why the U.S. Department of Education’s recommended math programs don’t add up,” David Klein, from American School Board Journal, April, 2000:


Written testimony before House Committee on Appropriations Subcommittee on Labor, Health & Human Services, Education and Related Activities, David Klein, April 4, 2000:


“High Achievement in Mathematics: Lessons from Three Los Angeles Elementary Schools,” The Brookings Institution, 2000:


“The Second Great Math Rebellion,” Tom Loveless, Education Week on the Web, October 15, 1997:


Written Testimony before House Committee on Education and the Workforce, R. James Milgram, February 2, 2000:


“State Mathematics Standards,” Ralph A. Raimi & Lawrence S. Braden, 1998:


“Basic Skills Versus Conceptual Understanding: A Bogus Dichotomy in Mathematics Education,” H.Wu, American Educator, Fall 1999:


“The Mathematician and the mathematics education reform,” Notices of the American Mathematical Society 43(1996), 1531-1537: