So I’m just trying to figure out who, if anybody, cares what Andrew Hacker thinks about math education.
This is an earnest question.
At least since 2012, when he had an opinion piece in the NYT, he has been going on about how we should stop requiring “advanced” math, from algebra up, in schools. He was in the NYT twice again recently and has a new book out about it.
Now, of course both math educators and mathematicians are going to “care” in the sense that it annoys us. We are spending all this time trying to figure out how to improve students’ appreciation for and understanding of algebra etc., and out comes this dude talking about “scrap that whole project.” I remember there being at least a few responses in the MTBoS back in 2012, although Dan Meyer’s and Patrick Honner’s are the only ones I remember specifically. (Dan had some more fun with it a few years later.) And I was moved to write this reading mathematician Evelyn Lamb’s piece in Slate responding to Hacker’s book. (Dan’s responses succinctly summarize Hacker’s lack of imagination. Mr. Honner sees algebra in what Hacker wants to replace algebra with. And if you want to get more into the details, go read Lamb’s piece, it’s great.)
But annoying math teachers and mathematicians is definitely not the same thing as being remotely relevant. I mean, he is suggesting to do away with required algebra precisely at the point in history when, between the Common Core, the increasing quantity and stakes of standardized testing, and the incessant press handwringing about international competitiveness, it seems to me that math, including advanced math, is more centrally ensconced in the curriculum than it’s ever been. (In my lifetime anyway. Possible historical exception of the immediate post-Sputnik era.) Is anybody taking him remotely seriously?
Yes, he has coverage in the New York Times and the Chronicle of Higher Ed. This doesn’t answer the question. He’s being intentionally provocative and succeeding in getting a rise. Is anybody taking his proposals seriously?
I eagerly await your thoughts.
Postscript: Let me indulge myself to go ahead and give you my take, just for the record. Disclaimer that I haven’t read his book. I’m going on the 3 NYT pieces.
At the level of fundamental goals, he is upset about the fact that so many Americans have traumatic experiences with their math education, meanwhile graduating without basic numeracy needed for citizenship, and he wants to do something about it. I’m not mad at this, nor could I be.
I’m also sort of delighted that being a public intellectual counts for enough that this 86-year-old Queens College political scientist can mouth off in the NYT whenever he wants. I hope that when I’m 86, the NYT still exists and I can mouth off in it whenever I want.
But on to the merits themselves. I think he sees a real problem but I, like Dan, think he lacks imagination about both (a) what math education could be, and (b) what math is for – he doesn’t get it as a domain of human inquiry, or an intellectual inheritance, just as a tool, so he applies a utilitarian standard to it I’m sure he’d never apply to history, or art, say. But also, (c) I think he misdiagnoses the problem if he thinks removing required algebra (and up) will solve it. Algebra isn’t the first point in the curriculum where massive numbers of American children jump ship emotionally. This is already happening with fractions, and may begin much earlier. Hacker would never propose to take fractions, or even more fundamental stuff, out of the curriculum, since it’s obviously (even to him) part of the “citizen mathematics” he champions. Doing a good job teaching math is a problem to be solved, not avoided. Finally, (d) I think he would probably puke if he really thought through the antidemocratic implications of a general public without advanced technical literacy while all the contemporary centers of power – finance, info tech, biotech, etc. – are technocratic and growing more so. He sometimes argues that you don’t need to know algebra to learn to code. Depends on what you are coding I suppose, but in any case this is beside the point. Sergey Brin does know algebra. Jamie Dimon does too.
 I’m only lumping these three things (CCSSM, high-stakes testing, and international-comparison handwringing) together from the point of view that all three seem to me to be moves in the direction of consolidating the consensus on the centrality of math in contemporary American education. I do not have them confused with each other and I don’t feel the same way about each of the three at all. For exmaple, I basically dig the CCSSM but (as any regular reader of this blog knows) I do not at all dig high-stakes testing.