The fan mail is rolling in and paparazzi are following me to work every day despite the great lengths to which I’ve gone to protect my identity.
Some people are telling me ed school is just a minor annoyance, but once the door to my classroom is closed, the class is mine to do with as I wish. Others tell me pick a school where there are no “math police” who make sure I teach the program du jour.
Of all the comments, two in particular stand out. One from a friend who asked if I thought I was making a difference with this little venture into blog space. The other asked whether I thought I’d be making a difference teaching in a system that prevents effective math teaching in a world infiltrated by NSF, NCTM/ed school dogma and math police.
I don’t know the answer to the first question. But I’m in ed school, where there are no wrong answers. So here goes. Will this little blog venture make a difference? Well, what I do know is that ed schools—without benefit of blogs or internet cafés—have made a huge difference in this country. A bad one. Therefore, the more people informed of the debate the better, particularly those on the fence.
This brings up the second question: if the seed pod infiltration is so effective (see my last letter for what this metaphor means) what is the chance for change with only a few enlightened teachers battling the math police?
My answer to the second question is based on the fact that I’ve never had an original idea in my life. Being part of the baby boomer generation means that whatever so-called original idea is in my head is also in the heads of thousands of other people. Which means that many