"Smart people don't complain because complaining can get you into trouble. Then there are the naïve people who don't care about consequences and believe that they can change the world. Then there are those who complain, knowing full well the possible consequences, hoping that they can at least help to make some small change, to help the world become a better place&These are the truly dangerous people."
-Matthew Pewo, SAFM Founder

LINK

SAFM is devoted to the success of students in all subjects, in all schools, regardless of where they are. Of special concern to us, however is the use of, "Fuzzy," "Constructivist," or, "New-New," math curriculums in America's public schools. Despite overwhelming evidence that these curriculums can harm students educations, school districts continue to replace traditional math programs with these alternative styles of learning.

Theses curriculum have been described as watered-down, as well as a failure to students. In a 1995 side by side study of College Preparatory Mathematics (CPM), a "fuzzy" Math curriculum, and a traditional math curriculum, only 20.2% of CPM students got a C or better on an identical semester exam, whereas, the 69.1% of the traditional students got a C or better (See table below).

Grade CPM Traditional
A 4.5% 29.1%
B 6.7% 25.5%
C 9.0% 14.5%
D 16.9% 18.2%
F 62.9% 12.7%

Another critical flaw in these curriculums is also the emphasis put on group work in some of them. They encourage teamwork by including problems such as, "Discuss with your group..." Groups are also encouraged to work together to finish the day's work. This allows lazy students to float through to the next level by copying other student's work. A "team test" is also given at the end of the units/chapters, followed by an individual test. While most teachers make the team tests only 5% of a student's grade, some make them as much as 25%. This can cause some otherwise brilliant students to get a C if they are put in a group that is lazy, or in a group he/she does not get along with.

School Districts all across the United States have adopted "Fuzzy" Math systems, only to go back on their decisions a short time later. Tracey Vackar, a trustee in the Moreno Valley (California) Unified School District, said the following concerning the CPM curriculum:

"Our students aren't getting what they need&I'm about ready to throw the whole thing out. It's an embarrassment to our district. It's unfair to our kids."

Teachers are also speaking out against these curriculums. Jo Ellen Ramsey, Math Department Head at Poly High School (Riverside, CA), said:

"We tried it and decided it wasn't working& The majority of teachers refused to teach it because we felt it was hurting kids."

The Texas Public Policy Foundation, a non-profit research institute, released a report to all school districts, and school board members in Texas. This report suggested adopting a traditional math program rather than a "fuzzy" math program.

Parents across the United States are speaking out against these curriculums, at all levels. In 1997, The McFarland (Wisconsin) School District adopted the NCTM math curriculum in their elementary schools. A group of parents objected and home schooled their children during the time normally given for math. The students all received a score of "advanced proficiency" on the Wisconsin Student Assessment System math test. They were allowed to continue the home math instruction until 2000, when it was found to be in violation of student truancy laws.

In an October 1999 report, the United States Department of Education, released a list of math curriculums that they felt were "exemplary" or "promising." This list created a controversy. In the words of one Wisconsin reporter: "With one swift wave of a wand, the federal education 'experts' gave educators their blessing to proceed down the road to 'Fuzzy Mathdom.'"

In Washington State standardized tests are given to students in the 4th trough 10th grade. Beginning with the class of 2008, passing the Washington Assessment of Student Learning (WASL), is a graduation requirement. SAFM feels that these types of standardized tests are not an accurate measure of a student's abilities, but feel that since the government forces these exams on students, students should have the best preparation possible. In the Battle Ground (Clark County, Washington) School District one of the High Schools (Prairie) uses the CPM curriculum in the majority of its standard math classes. Using information from the Washington State Office of the Superintendent of Public Instruction (OSPI), it was found that Prairie High School's test scores are in middle of the range in Clark County. This would seem to indicate that the CPM curriculum isn't doing a whole lot to boost or necessarily lower these test scores.

Based on this, as well as forthcoming evidence, SAFM is calling for an official, unbiased, and fair review of "Fuzzy," "Constructivist," or, "New-New," math curriculums by School Districts, State educational boards, and ultimately the United States Department of Education. We feel that after such a review, the flaws of these programs will be further out in the public spotlight, and schools across the nation will be more likely to listen to those who disagree these program's use.

Math Wars in America's Public Schools