http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1001210 For some of us, open access is a matter of principle as much as practicality. The ability to self-archive and share articles might look the same, but there's still an underlying issue of copyright and ownership that is important for the long-term interests of open access scholarship.
xkcd: Potential
http://xkcd.com/987/ "Potential" has long been one of my least favorite ways to talk about students and their abilities. We seem to only talk about it when we're disappointed in someone and it never seems to help. It's so vague it seems to defy any useful definition, and we all would be better off with more concrete goals and visible paths to get there.
Fight for old-style math education, group urges - Saskatchewan - CBC News
http://www.cbc.ca/news/canada/saskatchewan/story/2011/11/29/sk-mb-math-educat...
According to this article, apparently the U.S. has gone back to "traditional" math instruction:Anna Stokke, from the University of Winnipeg, said educators in the United States recently reverted to a more traditional approach.
"They went down this road in the U.S. several years ago," Stokke explained to CBC News Tuesday. "Mathematicians and scientists and parents complained loudly and now they've put those [traditional methods] back in the curriculum."
Some things here I would consider falsehoods:
1. There was ever a "one way" we were teaching math in the U.S.
2. That "one way" was a reform way.
3. That we've changed our "one way" to be more traditional.
The only interpretation of this that makes sense might be that the NCTM Curriculum Focal Points represented "reverting" to a traditional approach. Frankly, I never saw it that way - the Focal Points might have been a response to critics, but it had more to do with prioritization of content and less to do with method or approach.
How to Rescue Education Reform - NYTimes.com
http://www.nytimes.com/2011/12/06/opinion/how-to-rescue-education-reform.html A clear, concise opinion piece co-authored by Linda Darling-Hammond and Frederick Hess. Wait, what? No, really.
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