Just a quote from Math Mom. I’d say it differently, but not better:
I’m advocating for a middle ground — a position where math need not be only dull drill-and-kill mastery of basic skills. I believe in the direct teaching of basic skills, but I also believe in the value of using fun, interesting, and challenging problems as a tool to help spark more interest in mathematics, to help practice basic skills in a different context, and to give kids the thrill of the “aha!” moment that one gets when solving contest-style math problems, and the resultant confidence and self-esteem that comes from struggling with something difficult and succeeding.
This is part of the discussion at Math Notations on Part 1 of the Steen interview. It is from comment #20…
JD2718 
Out of curiosity, how would you say it?
With exaggerated self-importance and pomposity. See here.
The normal-speak version, without justification is:
We should teach math in the same order as it was traditionally taught (more or less), but with a far greater variety of techniques than was used in the previous generation. Hands on, games, off topic problem solving, emphasis on process.. all good.
Thanks for the vote of confidence. Feel free to jump in over there. ;-) I’m about at the point of agreeing to disagree with SteveH, personally. But you may be able to speak more to the public school question than I reasonably can.
Mathmom,
You’ve been doing great job!!. I backed off a few days ago…didn’t feel like I was being heard). I may have more time tomorrow to jump back in – and I do have a few comments on the interview.
Jonathan,
Thanks for link, somehow I’d missed your “Outlook”.