I'm very familiar with the "New Math" debacle/fiasco, and keep it in mind whenever I think of new ways to teach "proper" math. But equally, I give over 100 talks a year on math to kids, and I can see some of them light-up with enthusiasm at the idea that math isn't sums, equations, arithmetic, formula, and mindless manipulation.
But the delivery mechanism is part of the challenge - most high school teachers aren't equipped to deliver the sort of thing we "serious math graduates" would love to see delivered, and certainly most primary school teachers aren't. Getting the delivery right has to be part of the deal.
"Hurray for New Math" - "The idea's the important thing" ...
Yes, Tom Lehrer has something to teach us as well about the dangers of radical ideas.
But the delivery mechanism is part of the challenge - most high school teachers aren't equipped to deliver the sort of thing we "serious math graduates" would love to see delivered, and certainly most primary school teachers aren't. Getting the delivery right has to be part of the deal.
"Hurray for New Math" - "The idea's the important thing" ...
Yes, Tom Lehrer has something to teach us as well about the dangers of radical ideas.