new math concepts?

I would guess that they are changing the methods used to teach the same math concepts. Math appears to be a difficult subject to write curriculum for -- especially with all the vastly different learning styles out there.

I think it's probably about marketing as much as anything else. Creating new covers, and generally seeming up to date. (If you were looking for a textbook -- in your case, sounds WHEN you look for a textbook -- are you more likely to be interested in one published in 1970 or 2000?)

I'm sure they don't have to be reissued as often as they are, but once the concept kicks in -- newer is better -- they probably have to do it as often as practical to compete.

FreeDuck has a good point, too, that it's not just the core mathematical concepts but how they are presented.

Thank you for such quick responses. It does settle my mind, knowing that the info from 2000 is still usable today. I would think that 1970 would be approachable as well, given the fact that I was taught in the 70's and I am not totally incompetent, just not competitive.

The fact is (and research shows) that we don't teach mathematics very well.

I am currently working with a research group developing an algebra curriculum for a high school teacher development program. We are trying to tackle these issues.

Those of us who do mathematics have developed the skills to think and reason mathematically. However, only about 20% of students who go through math classes develop these skills that are crucial to mathematics. These are the kids who probably have what it takes to excell with most any curriculum.

Most students learn (are taught) how to solve specific problems and can solve any problem that has the same form. But if you give them a new problem-- even one that only requires the skills they have already learned-- that it is in an unfamiliar form, they will not be able to master it.

Many math educators think that the ability to reason in math is a critical skill for educated students to have. The best of the new curricula use research to address this.

On a political side note, one of my biggest complaints about standardized math tests is that they test a students mastery of recipes to solve specific problems, rather than a students ability to reason mathematically.

Research on new innovative math curricula show great improvement on tests that require creative thinking and innovative solutions. However, these students show no change on the standard tests (i.e. they are no better, but no worse). This is a bit of a difficulty trying to champion what I see as superior curricula in our standardized test fixated political climate.

I, and most of my colleagues, and many teachers for that matter, don't think very highly of the ubiquitous commercial textbooks. There is a pretty strong consensus that the teaching methods used in the textbooks are outdated and contradict research on how students learn.

Some texts are good, some are bad. My best advice is to read the texts and see if you can follow the reasoning. Remember that in many cases teachers annotated texts are busy and confusing.

I don't know what level you're teaching but the trick is to understand the subject from one end to the other. That way you can use several approaches to the subject. Moreover, if you have a good command of the subject way you can pick and choose textbooks that you can find at yardsales and the library.

As for old approached, I have a Geometry Textbooks from the 1890's that uses pop up constructions and four color print. It is a beautiful book, easily understandable---but would I use it for a textbook? No it is far to precious to treat as anything but an antique, but I've copied it for teaching

A recommendation, try approaching teaching math as problem solving and not as skill drills.
Work problem solving into all subjects. Mix paint for art and work proportions into the lesson plan. Play baseball and discuss how you interpolate math into sports instinctively. Do not try to separate math into a self serving subject, instead show math to be a hammer and that, as a hammer, it can be a useful tool.

Oh and above all, if you have a math phobia do not demonstrate it to your wards, cause phobia tends to wear off.

OFF Subject kinda--I have seen this little nomograph, written by a math prof on how his dog, Rusty, can do Calculus. Rusty it seems is a sheepdog, and Rusty instinctively can solve complex differential equations when getting sheep to do what Rusty wants them to do.

Rap