Hung-Hsi Wu has been Professor of Mathematics at the University of California at Berkeley since 1973. He got into mathematics education in 1992 in response to his observation of obvious problems in the teaching of mathematics in schools, including the school mathematics curriculum, textbooks, and professional development. Although he started off as a part time critic, soon he was devoting all his energy to working with the state of California in the rewriting of California's 1999 Mathematics Framework, the state adoption of textbooks, California's Standards Tests, and the California Mathematics Project (the state's agency in in-service professional development). Since 2000, he has given summer professional development institutes for elementary and middle school teachers, first with California's Mathematics Professional Development Institutes, then with the Los Angeles County Office of Education. He was also a member of NAEP's Mathematics Steering Committee, 2000-2001, that contributed to the revision of the NAEP Framework. He was a member of the National Research Council Mathematics Study Panel that wrote the volume "Adding It Up," and is currently a member of another National Research Council panel which is in the process of writing a volume on the preparation of teachers.
Wu is currently co-Faculty Advisor on the Berkeley Campus of California Teach, which is the program created at the request of Governor Schwarzenegger to increase the production of mathematics and science teachers by the University of California system. His main effort in recent years has been directed at the writing of several textbooks for professional development of K-12 mathematics teachers.
Source : http://www2.ed.gov/about/bdscomm/list/mathpanel/bios/wu.html
GO TO HUNG HSI WU'S HOMEPAGE
Curriculum The role of open-ended problems in mathematics education (J. Math. Behavior 13(1994), 115-128)
Curriculum Review of three books by Gelfand et al. (The Math. Intelligencer 17(1995), 68-75.)
General Invited Comments on the NCTM Standards (1996)
General The mathematician and the mathematics education reform (Notices of the American Mathematical Society, 43(1996), 1531-1537)
Professor Wu's Analysis
of the Mathematics Reform Movement
of the Mathematics Reform Movement
Notices of the American Mathematical Society
Professor Hung-Hsi Wu, of UC Berkeley, wrote a penetrating article entitled, The Mathematician and the Mathematics Education Reform in the December, 1996, AMS Notices. Here are some excerpts:
On the Overemphasis of Technology in the Reform Movement ...... heuristic arguments based on appeals to technology are made with increasing frequency: the computer or calculator begins to assume the role of arbiter of pure reason.
On the Importance of Basic Skills ...... when there is no simultaneous emphasis on basic technical skills throughout the [NCTM Standards] ...[it] open[s] the door to texts and curricula which make believe that one can be technically deficient ... and still achieve conceptual understandings, make multiple connections, and solve problems. ...formulas seem to have fallen into disgrace. In the reform curriculum this is a severe case of throwing out the baby with the bath water.
On Reform or "Harvard" Calculus ...By sending out a signal that being weak in algebra is acceptable in calculus, the reform in effect sanctions the continued decline in school students' symbolic manipulative skill, especially when this signal is reinforced by [the Harvard Calculus text], at present a bestseller in calculus. The devastating impact this has on school mathematics education as a whole will be long lasting, because the students of today will be the teachers of tomorrow and weak teachers tend to produce even weaker students.
Profesional Development On the education of mathematics teachers (formerly entitled: On the training of mathematics teachers) (1997)
General The Mathematics Education Reform: Why you should be concerned and what you can do (Amer. Math. Monthly 104(1997), 946-954)
General The Mathematics education reform: What is it and why should you care ? (1998)
Professional Development Teaching fractions in elementary school: A manual for teachers (March, 1998)
Professional Development On the education of mathematics majors (Contemporary Issues in Mathematics Education, edited by E. Gavosto, S. G. Krantz, and W. G. McCallum, MSRI Publications, Volume 36, Cambridge University Press, 1999, 9-23)
Professional Development and General The joy of lecturing--With a critique of the romantic tradition of education writing (Appendix to How to Teach Mathematics by S.G. Krantz, 2nd edition, Amer. Math. Soc. 1999, pp. 261-271)
Professional Development Preservice professional development of mathematics teachers (March, 1999)
Curriculum The isoperimetric inequality: The algebraic viewpoint (April, 1999)
General Mathematics Standards: A new direction for California (Address in the Northridge Conference, May 21, 1999)
Curriculum and Professional Development Some remarks on the teaching of fractions in elementary school (October, 1999)
General and Curriculum Basic skills versus conceptual understanding: A bogus dichotomy in mathematics education, American Educator, Fall 1999, Vol. 23, No. 3, pp. 14--19, 50-52.
General The 1997 mathematics standards war in California, "What is at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers", Sandra Stotsky, ed., Peter Lang Publishers, NY, 2000. Pp. 3-31.
Curriculum Review of the Interactive Mathematics Program (IMP) (March 2000)
Curriuculum On the learning of algebra (May 25, 2000; revised Jan 17, 2001)
Professional Development and Curriculum Chapter 1: Whole Numbers (Draft) (July 15, 2000; REVISED September 1, 2002)
Professional Development and Curriculum Chapter 2: Fractions (Draft) (June 20, 2001; REVISED September 3, 2002)
Professional Development and Curriculum How to prepare students for algebra, American Educator, Summer 2001, Vol. 25, No. 2, pp. 10-17.
Professional Development and Curriculum What is so difficult about the preparation of mathematics teachers? (November 29, 2001; REVISED March 6, 2002)
Professional Development (With Mary Burmester) Some lessons from California (November 29, 2001; Revised, May 25, 2004 )
Curriculum Topics in Pre-Calculus: Functions, graphs, and basic mensuration formulas (June 15, 2003)
Curriculum ``Order of operations" and other oddities in school mathematics (April 7, 2004: Revised, June 1, 2004)
Professional Development Geometry: Our Cultural Heritage -- A Book Review (Notices of the American Mathematical Society, 51 (2004), 529-537)
Professional Development and General Must Content Dictate Pedagogy in Mathematics Education? (February 1, 2005; second revision May 23, 2005)
Curriculum and General Key mathematical ideas in grades 5-8 (September 12, 2005; presentation at the 2005 NCTM Annual Meeting, April, 2005)
Curriculum and Professional Development (With R.J. Milgram) Intervention Program (December 19, 2005)
Professional Development Professional Development: The Hard Work of Learning Mathematics (June 18, 2006; revised November 18, 2006)
General How mathematicians can contribute to K-12 mathematics education, Proceedings of International Congress of Mathematicians, Madrid 2006, Volume III, European Mathematical Society, Zuerich, 2006, 1676-1688. (November 16, 2006)
General What is mathematics education? (Plenary address at the NCTM Annual Meeting, March 23, 2007) (June 2, 2007)
Professional Development and Curriculum Fractions, decimals, and rational numbers (February 29, 2008)
Curriculum (With Wilfried Schmid) The major topics of school algebra (March 31, 2008)
Professional Development The mathematics K-12 teachers need to know [LONG VERSION] (December 17, 2008)
Curriculum The critical foundations of algebra (February 3, 2009)
Curriculum From arithmetic to algebra (February 23, 2009)
General and Professional Development What's sophisticated about elementary mathematics? American Educator, Fall 2009, Vol. 33, No. 3, pp. 4-14.
Professional Development Learning algebra (October 22, 2009)
Curriculum and Professional Development Euclid and high school geometry (February 2, 2010)
Curriculum and Professional Development The mathematics school teachers should know (February 2, 2010)
General What is school mathematics (February 2, 2010)
Professional Development Fractions (February 2, 2010)
Professional Development Pre-Algebra (April 21, 2010)
General and Professional Development Teaching fractions: is it poetry or mathematics? (April 26, 2010)
Professional Development and Curriculum Introduction to School Algebra [DRAFT] (August 14, 2010)
General and Professional Development The Mis-Education of Mathematics Teachers, Notices Amer. Math. Soc. 58 (2011), 372-384.
General and Professional Development The impact of Common Core Standards on the mathematics education of teachers (April 29, 2011)
General and Professional Development What is different about the Common Core Mathematics Standards? (For teachers and educators) (June 20, 2011)
General and Professional Development The Common Core Mathematics Standards: Implications for Administrators (For teachers and administrators) (June 22, 2011)
Curriculum Syllabi of High School Courses According to the Common Core Standards (For high school teachers and adminstrators) (August 5, 2011)
Curriculum Teaching Fractions According to the Common Core Standards (For teachers of K-8 and educators) (August 5, 2011)