Glencoe Pre-Algebra
Glencoe Pre-Algebra, 2001, is the most recent incarnation of
a book that I have reviewed twice before, in its 1997 and 1999
versions.
The 1997 was a confused and confusing tribute to fuzzy math. It
had 843 pages, and it had an abundance of pointless pictures and
inane anecdotes and politically correct sidebars, but it didn't
have much to do with mathematics [see note 1, below]. The 1999 version was an 843-page
mimic of the 1997, though Glencoe had attempted to make the
1999 look different and trendy by embellishing it with some
"interNET CONNECTION" activities. These activities were poorly
conceived and unworkable, and they merely functioned as a new class
of distractions to ensnare and befuddle students [note 2].
As I plowed through the 1999 version, I reckoned that simply having
less of it would be an improvement. The 2001 version suggests that
the same thought occurred to someone at Glencoe. Glencoe
Pre-Algebra still has 843 pages, but some of the meaningless
decorations and gimmicks that were in the 1999 book have been
removed, and certain items of false "information" that appeared in
the 1999 have been excised. These alterations are worth noting,
even though they have not sufficed to turn Glencoe
Pre-Algebra into an acceptable text.
The chapter-opening spreads have been improved too. In the 1999
book, there was a splashy, pointless spread at the start of every
chapter, offering (for example) a history of junk food, an array of
factoids about fitness, or a burst of advertising for jeans
manufactured by Levi Strauss & Co. [note 3] In the 2001, the opening spreads
have been overhauled and the entertainments for adolescents have
been discarded. Now a typical spread has a description of some
problem that students will learn to handle as they study the
chapter, along with a list of "Prerequisite Skills" that the
students need to have acquired from earlier chapters.
In the 1999 version, the chapters ended with "Alternative
Assessment" sections that typically combined dumbed-down make-work
with cheerful motivational messages -- messages like "Use the
talents that you possess, for the trees would be silent if no birds
sang but the best." The 2001 version has "Alternative Assessment"
sections too, but without the fatuous sermonettes.
Glencoe also has thrown out some (but not all) of the irrelevant
sidebars that I saw in the 1999 book -- and by removing those
sidebars, Glencoe also has removed some of the most egregious
factual misconceptions that disgraced the 1999. The 2001 version
doesn't lead students to imagine that whales are fishes, or that
cyanide isn't an important pollutant, or that ethanol won't mix with
water, or that chemical reactions between dissimilar metals occur
only in living systems.
Most of the other differences between the two versions are small
but welcome. For example: The 1999 version wrongly stated that the
tennis-player Venus Williams was 15 years old, but the 2001 book
says only that she is a superstar in the world of tennis [note 4]. And a problem
involving a bicycle racer has been rewritten to feature Lance
Armstrong instead of Miguel Indurain (who enjoyed his heyday in the
early 1990s). More significantly, Glencoe has excised many of the
proprietary names of products or organizations that appeared in the
1999 version. The advertising for Levi Strauss & Co. is gone, and
such product-names as Scrabble and Reebok have been
deleted from problems. Glencoe clearly has changed its policy
regarding the use of commercial names, and I think this change is
important. A textbook shouldn't promote products as if it were a
magazine for teens.
Glencoe Pre-Algebra is still sloppy, too. It still contains,
in its narrative text and in its sets of problems, too many items
that are incomprehensible or simply wrong. I am glad to know that
Glencoe's editors have rectified the matter of Venus Williams's age,
but I am distressed to see the many things that they have not
rectified. For example, the Chinese-calendar problem on page 173
still cannot be solved with the facts given. The name of the
Rivest-Shamir-Adleman algorithm still is misspelled (page 186). The
ex-senator Carol Moseley-Braun (with her name misspelled) still is
depicted as a member of the Senate, intent on seeking re-election
(page 204). Glencoe's writers still are claiming that memorizing
the value of pi is an example of deductive reasoning (page
255), and they still are teaching the false concept that a woman's
weight should be a linear function of her height (page 429). Their
misleading account of the history of metric measurement is still is
in place (page 358), as is their defective material about fractals
(page 618).
The 1999 version explicitly required students to use the Texas
Instruments TI-82 graphing calculator, which was obsolete and hard
to find. The 2001 version doesn't prescribe any particular model of
calculator -- but (like the 1999 version) it dictates specific
sequences of keystrokes which, if executed by rote, will supposedly
enable students to use their calculators to get specific results.
Glencoe evidently assumes that all graphing calculators have
identical keyboards and function identically. In any case, students
who merely follow unexplained instructions for pressing keys will
not learn anything about math or even about how calculators work.
Worse, Glencoe still portrays automated calculation as an infallible
font of truth. Glencoe still fails to explain that calculator-users
may make mistakes during the keying of data, and that the result of
every calculation must therefore be checked.
Glencoe Pre-Algebra is still a manual of fuzz, even if the
fuzz has been thinned in some places. Glencoe's writers and editors
have much more work to do before Glencoe Pre-Algebra can
become a respectable textbook of mathematics.
Notes
Tom VanCourt teaches software engineering and design at Boston
University's Metropolitan College. His interest in precollege
mathematics textbooks originated from his work with a charitable
organization that creates audiotapes of schoolbooks, for use by blind
or dyslexic students. He lives in Charlestown, Massachusetts.
Reviewing a mathematics textbook
An Integrated Transition to Algebra & Geometry
2001. 843 pages. ISBN of the student's edition: 0-07-8228873-5.
Glencoe/McGraw-Hill, 8787 Orion Place, Columbus, Ohio 43240.
(Glencoe/McGraw-Hill is a unit of The McGraw-Hill Companies.)
Less Is Better -- but It Still Isn't Good
Tom VanCourt
Fuzzy math (which is known by several other names as
well, including "new new math," "maybe math," "rain-forest math" and
"math appreciation") is the replacement for the disastrous "new
math" fad of the 1960s and 1970s. New math was a collection of
corrupted factoids drawn from real mathematical disciplines, such
as set theory and number theory. Fuzzy math is a corruption of
notions drawn from pop culture and especially from pop psychology. . .
To the extent that [devotees of fuzzy math] concern
themselves with math lessons, they emphasize such things as
"interactive learning" and making students work on
"open-ended" problems. . . . .
Constructive Omission
Much More to Do