Set Theory for Six-Year-Olds Alex Bellos Savours a History of the ‘New Math’ That Swept US Schools in the 1960S

Total Page:16

File Type:pdf, Size:1020Kb

Set Theory for Six-Year-Olds Alex Bellos Savours a History of the ‘New Math’ That Swept US Schools in the 1960S COMMENT BOOKS & ARTS CINCINNATI MUSEUM CENTER/GETTY CINCINNATI US maths education was kicked into space-age overdrive by the launch of the Soviet Sputnik satellite. MATHEMATICS Set theory for six-year-olds Alex Bellos savours a history of the ‘new math’ that swept US schools in the 1960s. t was hailed as a revolutionary math- not for the last time) introduced, as the property shared by equiv- ematics curriculum that prioritized the by the risk of falling alent sets, represented by a symbol called a concept of a set over the concept of a behind in science, numeral. The number 1, for example, was Inumber. ‘New math’ was introduced to mil- leading to a political precisely that which all sets with a single lions of US schoolchildren in the 1960s. Yet consensus that maths member had in common. in less than a decade it was being lampooned teaching needed to be The New Math charts the method’s rise unforgettably by the mathematician and sati- reformed to produce and fall through the story of the School rist Tom Lehrer. The refrain of his song ‘New students with sharper Mathematics Study Group (SMSG), an Math’ is: “It’s so simple, so very simple, that cognitive skills. association of mathematicians and teachers only a child can do it!” As Phillips explains, The New Math: A formed in early 1958 and funded by the US Teaching set theory to six-year-olds as a rather than starting a Political History National Science Foundation. Awash with way into mathematics, from arithmetic on, maths class by learn- CHRISTOPHER J. money, the SMSG came up with progres- would come to be considered misguided, ing to count, children PHILLIPS sive new ideas for “how mathematics could overcomplicating the basics and introduc- were asked to think University of Chicago and should cultivate mental habits”; this, ing jargon. Yet however radical a shift it about sets of objects, Press: 2014. Phillips writes, is “the only reform effort that represented, the new math was not a liberal such as the set of ani- rooted federal money directly and explic- experiment. It was, writes science historian mals on a farm and the set of sweets in a itly in claims about how students should Christopher Phillips in The New Math, an jar. If you paired each animal with a sweet, learn to think”. The SMSG concluded that essentially conservative cold-war initia- and there were sweets left over, that set was maths lessons should be less about number tive. In 1957, the Soviet Union launched greater than the set of animals — and vice crunching and more about abstract think- Sputnik, the first Earth-orbiting satel- versa. Perfectly paired-up sets were ‘equiva- ing. A tension between rote learning and lite. The United States was spooked (and lent’. Only now was the concept of number puzzle-solving lies at the heart of maths 34 | NATURE | VOL 516 | 4 DECEMBER 2014 © 2014 Macmillan Publishers Limited. All rights reserved BOOKS & ARTS COMMENT pedagogy, but never has practice swung so far from arithmetic drills as during the new- math era. The SMSG’s textbook for junior Books in brief high schools began, for example, with the story of a mathematician on a plane telling Raw Data: Infographic Designers’ Sketchbooks his neighbour that counting with numbers Steven Heller and Rick Landers THAMES AND HuDSON (2014) is best done by machines and that his job is An artist’s sketchbook is a peek at cognition’s wilder shores: the “logical reasoning”. on-the-fly observations and dogged experimentation that feed the One reason for the SMSG favouring final picture. In this splendid compilation, Steven Heller and Rick abstraction over calculation was that it was Landers riffle through the pages of 73 infographic artists — the led by professional mathematicians, not wizards who translate numbers into graphics. Juxtaposing doodles teachers. Many were deeply influenced by with smooth finales, the book explores the work of stars such as Nicolas Bourbaki, the pseudonym for a Nigel Holmes, whose ‘meat and two veg’ head reworks the food group of ideological French mathematicians pyramid in wacky homage to the ‘cornucopia’ portraits of sixteenth- of the 1930s who argued that mathematics century artist Giuseppe Arcimboldo. was about structure, and that set theory underlay the structure of numbers. ‘Mod- ern’ maths, argued the SMSG, was needed Fred Sanger — Double Nobel Laureate: A Biography for space-age science. George G. Brownlee CAMBRIDGE UNIVERSITY PRESS (2014) New math was a voluntary programme, The biochemist Frederick Sanger, whose DNA sequencing method and in terms of take-up it was a huge success. made the Human Genome Project possible, died last year. One of By 1965, it was estimated, nearly 75% of US only four scientists to win two Nobel prizes, Sanger is revealed in high-school pupils and 40% of elementary- this slim biography by George Brownlee (who studied under him) school pupils were studying a version of it; as inherently modest about his landmark achievements in protein a decade later, it was still taught in an esti- and DNA sequencing. Included are a revealing and fascinating 1992 mated 85% of schools. Major educational interview with Sanger that elucidates how he hit on his discoveries, publishers sold millions of books influenced and encomia from the likes of fellow laureates Paul Berg, Elizabeth by the SMSG’s ideas. But the backlash, which Blackburn and Paul Nurse. had started in the early 1960s, had become fierce by the 1970s. And as Phillips points out, the reasons were as much to do with Animal Weapons: The Evolution of Battle politics as with pedagogy. Douglas J. Emlen HENRY HOLT (2014) Phillips notes the irony of a nationalis- It began with dung beetles. Evolutionary biologist Douglas Emlen’s tic, cold-war-inspired project introduced self-confessed fixation on ‘extreme’ animal weapons was first to promote rigorous thinking becoming channelled into research on these horned insects. In this original the target of conservatives less than two study, Emlen tours offensive and defensive anatomy and behaviours decades later, partly because they claimed across aeons and taxa, from Tyrannosaurus rex’s fearsome teeth to that it failed to impart mental rigour. The ibex horns and amphibian poisons. He sharpens the discussion 1970s ‘back to basics’ movement — a by interweaving parallels with humanity’s own evolving arsenal, decentralized collection of vocal parents including weapons of mass destruction — the most extreme of all horrified at the lack of memorization drills arms, which if deployed cancel out the very concept of battle. — echoed broader political shifts. People were less inclined to accept diktats from elite authorities such as Washington DC Banned: A History of Pesticides and the Science of Toxicology politicians and Ivy League academics. The Frederick Rowe Davis YALE UNIVERSITY PRESS (2014) new math was criticized, possibly unfairly, Historian Frederick Davis takes on the ambitious task of writing for declining test scores, rowdy classrooms the history of pesticides before and in the wake of Rachel Carson’s and children’s poor computational skills, iconic 1962 book Silent Spring. In a treatment dense with references, and its name became a byword for crazy acronyms, chemical names and technical discussions of lethal progressive reforms. The SMSG shut down doses, Davis offers a keen historical perspective on the compounds in 1972, although many schools that had that big agriculture has used to keep bugs at bay. He forms a invested in new math had to keep using the scholarly indictment of a system that heeded Carson’s superficial same textbooks until the end of the 1970s message in banning DDT, but ignored her underlying warning that and beyond. (By then, the method had existing systems for managing pesticides are often inadequate. spread around the world. I was taught set theory at primary school in Scotland in the late 1970s.) Life on Display: Revolutionizing U.S. Museums of Science and Phillips reminds us in his fascinating Natural History in the Twentieth Century book that even though mathematics is sup- Karen A. Rader and Victoria E. M. Cain UNIVERSITY OF CHIcAGO PRESS (2014) posed to be apolitical, the teaching of it is The exquisite dioramas in New York’s American Museum of Natural anything but. ■ History have wowed crowds since the early twentieth century. But as historians Karen Rader and Victoria Cain reveal in this cogent study, Alex Bellos is the author of Alex Through they were part of a broader revolution: the “New Museum Idea”, which the Looking-Glass (US title: The Grapes of saw “smell machines” and dynamic models supersede dusty cases. Math). He is based in London. The behind-the-scene struggles between ‘edutainers’ and serious e-mail: [email protected] museum researchers were, they show, no less dynamic. Barbara Kiser 4 DECEMBER 2014 | VOL 516 | NATURE | 35 © 2014 Macmillan Publishers Limited. All rights reserved.
Recommended publications
  • A Primer on America's Schools
    chapter 9 Standards and Accountability Williamson M. Evers The idea seems simple enough. Set standards for what students should be learning, and then hold them and their teachers account- able for seeing that the learning actually takes place. So why, then, after years of various benchmarks and commissions and legislative agendas, are the standards and accountability programs in this country all too often mediocre and ineffective? Because they are the product of politics. Standards and accountability, like most of the contentious issues concerning public schools today, are caught between powerful and conflicting political forces—forces that hold sway even in the face of a clear and widespread desire to improve the public education that 89 percent of this nation’s children re- ceive. In the specific case of standards and accountability, two forces in particular are at play: resistance from the teachers’ unions and the rest of the education establishment (which includes school boards, The author wishes to thank Mychele Brickner, Beth Ann Bryan, Paul Clopton, Ralph Cohen, Maureen DiMarco, Michelle Easton, Eric Hanushek, David Klein, Bill Lucia, Doug McRae, Stan Metzenberg, James Milgram, Terry Moe, Janet Nicholas, Sandra Stotsky, Abigail Thernstrom, Kate Walsh, Darv Winick, and Ze’ev Wurman for reading earlier drafts of this paper, in whole or in part, and offering valuable suggestions. He also wishes to thank Kate Feinstein for her help with research and editing and Peggy Dooley for extensive help with editing and revising. 205 .......................... 8774$$ $CH9 09-10-01 10:08:06 PS 206 Williamson M. Evers superintendents, and principals) who often want to avoid being evaluated when it comes to whether their students are learning; and struggles between the progressive and traditionalist schools of thought as to what educational standards should look like, and, indeed, whether there should be any standards at all.
    [Show full text]
  • Geometry Terms That Start with K
    Geometry Terms That Start With K Dorian remains pokier after Stavros chafe hiddenly or bewitches any cudweed. Completive and microcosmical Georges still trade-in his somebodies enough. Austin reflect ingratiatingly? Maximize time to share with geometry and more lines, research has one that by a surface polygons that have predictable similarities and Record all that start with k on interactive whiteboards or whole number ideas about our extensive math terms that can extend any time or. Geometry Pdf. Table K-1 highlights the content emphases at the cluster level watching the. Theses items are very inexpensive and necessities for Geometry Homework so elect will. Numbers objects words or mathematical language acting out the situation making your chart. Geometry National Council of Teachers of Mathematics. Drawing standardsindd The University of Memphis. The term or sometimes restricted to grain the socket of algebraic geometry and commutative algebra in statistics. The cross products. Begincases operatorname lVoverlineu1ldots overlineukoverlinev1ldots. Pre-K2 Expectations In pre-K through grade 2 each award every student should. Start to identify shapes they develop a beginning understanding of geometry. This where is protected by reCAPTCHA and the Google Privacy first and literate of time apply Geometry Geeks. In words Ab Kmil's book begins with plain brief explanation of the standard. Mathcom Glossary. In Euclidean geometric terms one of the below would be the best. K Cool math com Online Math Dictionary. Top 5 Things to an About Teaching Geometry in 3rd Grade. Start studying Math nation geometry section 1 vocab math nation geometry. Your web page jump to terms come across any geometry term.
    [Show full text]
  • Math Wars: the Politics of Curriculum
    University of Northern Iowa UNI ScholarWorks Presidential Scholars Theses (1990 – 2006) Honors Program 1999 Math wars: The politics of curriculum Raymond Johnson University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©1999 Raymond Johnson Follow this and additional works at: https://scholarworks.uni.edu/pst Part of the Curriculum and Instruction Commons, and the Science and Mathematics Education Commons Recommended Citation Johnson, Raymond, "Math wars: The politics of curriculum" (1999). Presidential Scholars Theses (1990 – 2006). 89. https://scholarworks.uni.edu/pst/89 This Open Access Presidential Scholars Thesis is brought to you for free and open access by the Honors Program at UNI ScholarWorks. It has been accepted for inclusion in Presidential Scholars Theses (1990 – 2006) by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. MATH WARS The Politics of Curriculum Presidential Scholars Senior Thesis by Raymond Johnson Under the advisement of Dr. Edward Rathmell December 9, 1999 Johnson 2 Introduction There is an ongoing battle in mathematics education, a battle sometimes so fierce that some people call it the "math wars". Americans have seen many changes and proposed changes in their educational system in the last fifty years, but few have stirred such debate, publicity, and criticism as have the changes in mathematics education. We will first look at the history of the math wars and take time to examine previous attempts to change mathematics education in America. Second, we will assess the more recent efforts in mathematics education reform . Lastly, we will make some predictions for the future of the math wars and the new directions mathematics education may take.
    [Show full text]
  • Algebra in S Hool
    Algebra d Igebraic Thinkin in S hool Math m ti s Seventi h Yearbook Carole E. Greelles Seventieth Yearbook Editor Arizona State University Mesa, Arizona Rheta Rubenstein General Yearbook E'ditor University o.f ]I/fichigan-Dearborn Dearborn, Michigan NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS 1 istory of Algebra in th Scho I urriculum Jeremy Kilpatrick Andrew Izsak flthere is a heaven/or school subjects, algebra H)ill never go there. It is the one subject in the curricuhul1 that has kept children .Ironz finishing high school, /j~onl developing their special interests' and /;~07n enjoying rnuch of their h0711e study work. It has caused 1110re jCllnily ro"Vvs, ,nore tears, 7110re heartaches, and nzore sleeples5' nights than any other school sul~ject. -Anonynlous editorial writer [ca. 1936J N THE United States and Canada before 1700, algebra was absent not only fronl I the school curriculu1l1 but also fro111 the CUITicululll of the early colleges and sCIllinaries. That situation changed during the eighteenth and nineteenth centuries as colleges and universities across North Anlerica began to offer courses in alge­ bra. In January 1751, when Benjanlin Franklin's acade111Y was established, the new master Theophilus Grew offered "Writing, Arithnletic, Merchants Accounts, Alge­ bra, AstTon0111Y, Navigation, and all other branches of Mathenlatics" (Overn 193 p. 373), and "algebra to quadratics" continued to be pali of the freshnlan curricululll after the acaden1Y becanle the University of Pennsylvania in 1779. Algebrcl is first nlentioned as being in the Harvard curriculunl in 1786 but was probably taught 111LlCh earlier, perhaps as early as 1 (Cajori 1890, p.
    [Show full text]
  • The Legacy of New Math on Today's Curricula
    The Legacy of New Math on Today’s Curricula Melissa Scranton, Ph.D. Purdue University Global New Math of the 1950s and 60s • CEEB Commission on Mathematics 1959 report • Soviet Launch of Sputnik in 1957 • National Defense Education Act of 1958 • Paradigm Shift in Mathematics Education • New Math focus on Conceptual Understanding of Mathematics rather than Rote Memorization • Discover, Deduction, and Limited Drill What Did New Math Look Like? Bases other than Different Number Sets 10 Representations Reasoning Discovering New Language Solution Before Hidden Patterns Rule Diagrams Properties of Boxes Matrices Arithmetic Frames 1951 1957 & 1958 Max Beberman Edward Begle University of Illinois School Committee on Mathematics School Mathematics Study Group (UICSM) (SMSG) Beberman and Begle promoted a complete conceptual overhaul of math instruction. “Mathematics should be taught as a language, he said. And like language, it should be considered a liberal art, a key to clear thinking, and a logic for solving social as well as scientific problems” (Miller, 1990). “Modern Math” Language Discovery New math quickly won wide acceptance. 50% of all high schools were using New Math as their curriculum by 1965 (Miller, 1990). At its peak, 85% of all elementary and secondary schools had adopted New Math (Miller, 1990). PUBLIC SENTIMENT Image copyright Charles Schulz. Frustration • Ridiculed and deemed a failure by the general public. • Tom Lehrer spoofed with song New Math. • Parents didn’t understand children’s homework. • Teachers not trained on how to implement and instruct the new method. • Implementation inconsistent. What happened to New Math? Where did it go? 40 years later… Enter Common Core 1 National Learning Objectives 2 Adopted by 45 states within a few months.
    [Show full text]
  • New Math” for the 21 Century
    ”New math” for the 21st century Gunnar Gjone: Some time ago I was listenening to a presentation on the use of internet in education. Concentrating on the internet as a source of information, the presenter stated that it would be important if students could combine search criteria, by the laws of logic, to perform more efficient searches. Perhaps the proponents of the ”new math” had been too early in time for mathematics education? Over the years I had realized that many uses of computers build strongly on logic – forms of programming are obvious examples. Many uses of application programs such as word processors and spreadsheets would also be more efficient by the use of logic. Computers are ”logic machines”, so why not logic in basic mathematics education? The ”new math” revisited The ”new math” movement lasted in most countries from the late 1950s to the early 1970s. In many countries this reform was replaced with stressing the basic skills, i.e.arithmetic/ computation. Also in many countries these changes resulted in strong discussions and heated debates among mathematics educators. The ”new math” movement, however, was not one single reform. It had many different forms, but there was common elements. We can use concepts such as ”structure” and ”logic” to talk about these common elements, but the ”new math” movement was much more. Also it should be noted that many other reforms e.g. individualized math instruction used new math to gain momentum. Some characteristics of the ”new math” movement We will concentrate on two of the characteristics of the movement: the mathematical and the pedagogical.
    [Show full text]
  • Prek12 Math Curriculum Review
    PreK­12 Math Curriculum Review West St. Paul ­ Mendota Heights ­ Eagan Area Schools School District 197 Prepared by Kate Skappel Curriculum Coordinator Cari Jo Kiffmeyer Director of Curriculum, Instruction and Assessment April 2016 1 Background All students in School District 197 receive instruction in mathematics. Math is one of our four core content areas along with English/Language Arts, Science and Social Studies. The state of Minnesota adopted Math Standards in 2007 with full implementation by the 2010­11 school year. The standards were set to be reviewed in 2015­16, During the first special legislative session of 2015, this review was postponed until the 2020­21 school year. Full implementation of the new math standards will follow the adoption of the new set of standards. The state of Minnesota has not adopted the Common Core State Standards for Mathematics. Consideration will be given during the 2020­21 review. We determined that, even though the standards were not going to be reviewed at the state level, we would continue as planned with a local math review. Much work has occurred over the past four years with the middle school and high school. We have added math intervention. We then determined a need for a PreK ­ 12 math review for a variety of reasons. Our core resources are over seven years old. Some of our resources are out of print and the online access for our resources has expired and now requires an annual subscription fee. With the addition of 1:1 devices for students in grades three through twelve, we need to assure that our resources are compatible and accessible on these devices.
    [Show full text]
  • The Math Wars California Battles It out Over Mathematics Education Reform (Part II)
    comm-calif2.qxp 6/12/97 4:27 PM Page 817 The Math Wars California Battles It Out over Mathematics Education Reform (Part II) Note: The first part of this article appeared in the June/July issue of the Notices, pages 695–702. The Numbers Battle examinations but also group assignments, long- “Show us the data, show us that this program term projects, and portfolios of work done over works,” demands Michael McKeown, the head of a period of time. Some also favor the idea of judg- Mathematically Correct, the San Diego-based ing the efficacy of curricular programs by criteria group critical of mathematics education reform. other than standardized tests, such as the num- McKeown makes his living in the data-driven ber and type of mathematics courses students field of biology, as a researcher at the Salk In- subsequently take. stitute and an adjunct faculty member at UC Such are the views in that portion of the math San Diego. One of the things he finds most vex- wars devoted to testing. The scramble to find ing about the reform is that it has been imple- numbers to support certain viewpoints has led mented without having been subject to large- to some questionable uses of data. For example, scale, well-designed studies to show that student the anti-reform group HOLD (Honest Open Log- achievement rises when the reform materials ical Debate on mathematics reform) recently cir- are used. He points out that what convinced culated an e-mail message containing data on the everyone that there is a problem in mathemat- Elementary Level Mathematics Examination, ics education was low scores on tests like the Na- which is administered in the California State tional Assessment of Educational Progress.
    [Show full text]
  • Why Do Americans Stink at Math?
    Why Do Americans Stink at Math? By ELIZABETH GREENJULY 23, 2014 When Akihiko Takahashi was a junior in college in 1978, he was like most of the other students at his university in suburban Tokyo. He had a vague sense of wanting to accomplish something but no clue what that something should be. But that spring he met a man who would become his mentor, and this relationship set the course of his entire career. Takeshi Matsuyama was an elementary-school teacher, but like a small number of instructors in Japan, he taught not just young children but also college students who wanted to become teachers. At the university- affiliated elementary school where Matsuyama taught, he turned his classroom into a kind of laboratory, concocting and trying out new teaching ideas. When Takahashi met him, Matsuyama was in the middle of his boldest experiment yet — revolutionizing the way students learned math by radically changing the way teachers taught it. Instead of having students memorize and then practice endless lists of equations — which Takahashi remembered from his own days in school — Matsuyama taught his college students to encourage passionate discussions among children so they would come to uncover math’s procedures, properties and proofs for themselves. One day, for example, the young students would derive the formula for finding the area of a rectangle; the next, they would use what they learned to do the same for parallelograms. Taught this new way, math itself seemed transformed. It was not dull misery but challenging, stimulating and even fun. Takahashi quickly became a convert.
    [Show full text]
  • Calculus Reform--For the Millions
    comm-mumford.qxp 3/14/97 10:02 AM Page 559 Calculus Reform— For the Millions David Mumford About twenty years ago I was part of a group of bank, and it is running a special promotion with professors from many fields who met once a a new account which pays imaginary interest at month for dinner and an after-dinner talk given the rate of 100%. The audience immediately sees by one of the members. It was entertaining to that you get imaginary interest building up and hear glimpses of legal issues, historical problems, that the interest on the interest is decreasing discussions of what freedom meant in different your total of real dollars. You run them through cultures. But then I had to give one of these a few more numbers, and they see that their real talks! I was working on algebraic geometry then, funds will go to 0, while their imaginary funds and I tried to figure out what I could say that build up to about 1.i; then they go into real would hold my colleagues’ attention while di- debt, next imaginary debt, and finally get their gesting a large meal. In the end I decided to stick real $1 back, which they immediately withdraw! to a rather anecdotal level but to inject one bit A little picture in the complex plane convinces of real math. I thought I would try to explain to them that this will take 2π years, while after π them the first mathematical formula that I had years they were in debt $1 : voilà, eiπ = 1! seen in school which totally bewildered me.
    [Show full text]
  • Why Do Americans Stink at Math? - Nytimes.Com
    12/1/2014 Why Do Americans Stink at Math? - NYTimes.com http://nyti.ms/1nnhIcV MAGAZINE | ​NYT NOW Why Do Americans Stink at Math? By ELIZABETH GREEN JULY 23, 2014 When Akihiko Takahashi was a junior in college in 1978, he was like most of the other students at his university in suburban Tokyo. He had a vague sense of wanting to accomplish something but no clue what that something should be. But that spring he met a man who would become his mentor, and this relationship set the course of his entire career. Takeshi Matsuyama was an elementary-school teacher, but like a small number of instructors in Japan, he taught not just young children but also college students who wanted to become teachers. At the university-affiliated elementary school where Matsuyama taught, he turned his classroom into a kind of laboratory, concocting and trying out new teaching ideas. When Takahashi met him, Matsuyama was in the middle of his boldest experiment yet — revolutionizing the way students learned math by radically changing the way teachers taught it. Instead of having students memorize and then practice endless lists of equations — which Takahashi remembered from his own days in school — Matsuyama taught his college students to encourage passionate discussions among children so they would come to uncover math’s procedures, properties and proofs for themselves. One day, for example, the young students would derive the formula for finding the area of a rectangle; the next, they would use what they learned to do the same for parallelograms. Taught this new way, math itself seemed transformed.
    [Show full text]
  • Math Curriculum Comparison Chart
    MATH CURRICULUM COMPARISON CHART ©2018 MATH Grades Religious Content Price Range Programs PK K 1 2 3 4 5 6 7 8 9 10 11 12 Christian N/Secular $ $$ $$$ Saxon K-3 * • • • • • • Saxon 3-12 * • • • • • • • • • • • • Bob Jones • • • • • • • • • • • • • • • Horizons (Alpha Omega) * • • • • • • • • • • • LIFEPAC (Alpha Omega) * • • • • • • • • • • • • • • • Switched-On Schoolhouse/Monarch (Alpha Omega) • • • • • • • • • • • • Math•U•See * • • • • • • • • • • • • • • • • Primary Math (US) (Singapore) * • • • • • • • • • Primary Math Standards Edition (SE) (Singapore) * • • • • • • • • • Primary Math Common Core (CC) (Singapore) • • • • • • • • Dimensions (Singapore) • • • • • Math in Focus (Singapore Approach) * • • • • • • • • • • • Christian Light Math • • • • • • • • • • • • • • Life of Fred • • • • • • • • • • • • • • A+ Tutorsoft Math • • • • • • • • • • • Starline Press Math • • • • • • • • • • • • ShillerMath • • • • • • • • • • • enVision Math • • • • • • • • • McRuffy Math • • • • • • Purposeful Design Math (2nd Ed.) • • • • • • • • • Go Math • • • • • • • • • Making Math Meaningful • • • • • • • • • • • RightStart Mathematics * • • • • • • • • • • MCP Mathematics • • • • • • • • • Conventional (Spunky Donkey) / Study Time Math • • • • • • • • • • Liberty Mathematics • • • • • Miquon Math • • • • • Math Mammoth (Light Blue series) * • • • • • • • • • Ray's Arithmetic • • • • • • • • • • Ray's for Today • • • • • • • Rod & Staff Mathematics • • • • • • • • • • Jump Math • • • • • • • • • • ThemeVille Math • • • • • • • Beast Academy (from
    [Show full text]