A pity that the article does not include any excerpts from the books or detailed critiques of what's wrong with them.
Examining a Discovering Algebra book at http://www.amazon.com/Discovering-Algebra-Investigative-Appr... suggests that the book is not so bad (though obviously this only allows previewing a few pages)...however, I'm unsure whether this is even the same book, since the OP doesn't mention the name of the publisher.
It's hard to judge whether the books themselves are poor or whether the failure stems from teachers unwilling to adapt to a knowledge-building rather than a purely didactic approach. Education is important and worth spending money on but (as a European) I'm frequently horrified by American teachers, whose union seems defensive even of members who exhibit basic deficiencies in literacy or numeracy. It's still strange to me, for example, to consider that there are teacher's editions of textbooks that include answer keys for scoring homework - I ask myself what possible need a competent teacher could have for such a thing, and why school districts are wasting money on buying them.
I'm strongly against dumbing down school curricula; on the other hand, I think discovery of knowledge by experiment imprints knowledge far better than mere receptive learning (cf. recent HN posts about college physics students who learn the material well but are hopelessly incapable of applying it to a novel context). So I'm inclined to favor the approach of these textbooks (without endorsing their actual content). This article http://www.oregonlive.com/news/index.ssf/2009/01/the_constan... suggests that at least some of the problem stems from parental or school unfamiliarity with the methods, such as complaints about an 'overemphasis on...problem solving'.
Hmmm. I think we need to take a closer look before jumping onto the 'blame the book' bandwagon. The books discussed may well be inadequate, but it's hard to judge that without a more reasoned critique. If anything, this lends further support to opinion of many HN readers that we should be moving towards open-source textbooks instead of the current cosy arrangement between school districts and publishers.
Examining a Discovering Algebra book at http://www.amazon.com/Discovering-Algebra-Investigative-Appr... suggests that the book is not so bad (though obviously this only allows previewing a few pages)...however, I'm unsure whether this is even the same book, since the OP doesn't mention the name of the publisher.
It's hard to judge whether the books themselves are poor or whether the failure stems from teachers unwilling to adapt to a knowledge-building rather than a purely didactic approach. Education is important and worth spending money on but (as a European) I'm frequently horrified by American teachers, whose union seems defensive even of members who exhibit basic deficiencies in literacy or numeracy. It's still strange to me, for example, to consider that there are teacher's editions of textbooks that include answer keys for scoring homework - I ask myself what possible need a competent teacher could have for such a thing, and why school districts are wasting money on buying them.
I'm strongly against dumbing down school curricula; on the other hand, I think discovery of knowledge by experiment imprints knowledge far better than mere receptive learning (cf. recent HN posts about college physics students who learn the material well but are hopelessly incapable of applying it to a novel context). So I'm inclined to favor the approach of these textbooks (without endorsing their actual content). This article http://www.oregonlive.com/news/index.ssf/2009/01/the_constan... suggests that at least some of the problem stems from parental or school unfamiliarity with the methods, such as complaints about an 'overemphasis on...problem solving'.
Hmmm. I think we need to take a closer look before jumping onto the 'blame the book' bandwagon. The books discussed may well be inadequate, but it's hard to judge that without a more reasoned critique. If anything, this lends further support to opinion of many HN readers that we should be moving towards open-source textbooks instead of the current cosy arrangement between school districts and publishers.