LAUSD Approach to Math

The claim that the Interactive Math Program discourages the teaching of basic algebra is simply false (Commentary, Sept. 17). The IMP curriculum contains all the basic facts and formulas from the traditional high school program, including matrix algebra and concepts of calculus. Although topics do not appear in the same sequence as in traditional programs, the essentials are all there. The IMP curriculum provides students with deeper understanding of basic facts and formulas.

IMP students perform at least as well as students in traditional programs on standardized tests such as the college-entrance SAT exam. IMP students tend to take more mathematics courses in high school. The IMP curriculum also includes important concepts and techniques from statistics, which students in most traditional high school programs do not study at all. International studies confirm that traditional methods of U.S. mathematics instruction have failed. Programs such as IMP are a response to this problem.

DAN FENDEL, DIANE RESEK

IMP Coauthors

Professors of Mathematics

San Francisco State University

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“L.A.’s Math Program Just Doesn’t Add Up” gives excellent advice. Learning and practicing pencil-and-paper methods for multiplication, addition of fractions, etc. are vital to achieving mastery over mathematics. Overreliance on calculators robs students of a chance to see that these basic operations have meaning. LASI, go home!

MICHAEL HELPERIN

Los Angeles

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David Klein and R. James Milgram make a good case. But what is the best approach? Get the two factions together to compromise on a math program that maintains the concept of making math fun and exciting (a centerpiece of the LASI program) and makes absolutely sure that basic math skills are learned and learned well. If that could be done, L.A. would be a national model that ended the polarization in the educational community.

STEVEN B. OPPENHEIMER

Northridge

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In “L.A. School Board Orders Zacarias to Devise 5-Year Plan” (Sept. 15), the representative of Caprice Young claims the district has a math plan (among others). That’s news to me. I’d like to see it. At our meeting before school began at Gardena High School, where I teach math, we were given 2-year-old course guidelines specially trucked in from downtown for our department meeting. This included old courses no longer taught in the school district and not one mention of state standards. Neither administrators nor teachers had copies of the state standards. And we were asked to plan for the year.

DAN CARTMELL

San Pedro