In our response to Clements and Sarama (2017), we address the 5 issues that they identify as criticisms of our Research Commentary (Kitchen & Berk, 2016). As in our original commentary, we highlight concerns we have regarding the delivery of CAI programs and potential misuses of CAI, particularly at Title I schools that largely serve historically marginalized student groups. Specifically, we concentrate on how CAI may contribute to underserved students generally experiencing mathematics in impoverished ways that do not align with reforms being advocated by the mathematics education community. We also argue that Clements and Sarama appear to dismiss or ignore our central argument that some CAI programs are not designed or are not being used to support the development of students' mathematical reasoning and fluency.
Richard Kitchen and Sarabeth Berk
Julia Wells Bower
It is my privilege to consider with you the effect of the war on women and mathematics, particularly in the women's colleges.
I HAVE HAD THE PRIVILEGE of observing arithmetic in many classrooms where arithmetic has real meaning for children. Would you like to visit with me in some of these modern classrooms where children really live their arithmetic?
Sister M. Thomas à Kempis
Recently it was my privilege to have access to the archives of Raymond Clair Archibald at Brown University. Among them I found his typewritten copy of a testimonial he gave honoring Edith Carlbourg, May 25, 1953. In preparation for this talk, he was urged to reminisce from his wealth of experience because of his travels as well as the nature of his work.
Louis E. Ulrich Sr.
We Americans Hate Despots—those who want us to obey, not to think. Or do we? Do those of us who turn the knob on our TV know why it works? Are despots always human? May we become slaves to mechanical devices without realizing it? What is the price we pay for the privilege of getting results without the toil of thought.
C. A. Rothe
A plumber and for the past twenty years an assistant supervisor for apprentices for the state of Wisconsin considers it an honor and a privilege to address the nation's most brilliant and best-looking mathematics instructors on the subject of “Mathematics as applied to Apprenticeship in Trades.”
John Wallace and Jennifer Pearson
The group of grade-3 boys enthusiastically grabbed the box of blocks and headed for their desks. The boys had been waiting three days for their turn to use the blocks. I had let them play with the blocks before school or if they mate privilege.
Daniel B. Lloyd
Edited by Howard Eves
Our attention here is directed to a site named Tel Harmal, near the east bank of the Tigris River, where that fabulous medieval city of Baghdad was erected over 1,200 years ago. The author had the rare privilege of spending the academic year 1962-63 in Baghad as visiting professor of mathematics at the Al-Hikma University. While there he was the guest of several archaeological field groups engaged in exploring some of the ancient sites in Iraq.
Raphael W. Wolfe
Edited by Lucien B. Kinney and Dan T. Dawson
During the summer of 1957, it was my privilege to receive a grant from the National Science Foundation enabling me to attend an institute for thirty-five teachers of junior high school mathematics. This session, sponsored by State University Teachers College at Oneonta, New York, was one of about ninety such institutes held throughout our country during this summer in an effort to strengthen and advance science and mathematics teaching in the secondary schools of the United States.
Mathew D. Felton
The broader messages that we communicate through our choice of mathematical problems—how to do math, what math is for, and who it applies to—may privilege some students and exclude others. If “excellence in mathematics requires equity—high expectations and strong support for all students” (NCTM 2000, p. 12), one way to work toward equity within the classroom is to be careful about the messages we send to students through our problem choices.