We take for granted today that the assessments, measurements, and forecasts of economists are crucial to the decision-making of governments and businesses alike. But less than a century ago that wasn’t the case—economists simply didn’t have the necessary information or statistical tools to understand the ever more complicated modern economy. With Political Arithmetic, Nobel Prize–winning economist Robert Fogel and his collaborators tell the story of economist Simon Kuznets, the founding of the National Bureau of Economic Research, and the creation of the concept of GNP, which for the first time enabled us to measure the performance of entire economies. The book weaves together the many strands of political and economic thought and historical pressures that together created the demand for more detailed economic thinking—Progressive-era hopes for activist government, the production demands of World War I, Herbert Hoover’s interest in business cycles as President Harding’s commerce secretary, and the catastrophic economic failures of the Great Depression—and shows how, through trial and error, measurement and analysis, economists such as Kuznets rose to the occasion and in the process built a discipline whose knowledge could be put to practical use in everyday decision-making. The product of a lifetime of studying the workings of economies and skillfully employing the tools of economics, Political Arithmetic is simultaneously a history of a key period of economic thought and a testament to the power of applied ideas.

All students face struggle, and they should—it is how they learn and grow. The teacher’s job is not to remove struggle, but rather to value and harness it, helping students develop good habits of productive struggle. But what’s missing for many educators is an action plan for how to achieve this, especially when it comes to math. This book guides teachers through six specific actions—including valuing, fostering, building, planning, supporting, and reflecting on struggle—to create a game plan for overcoming obstacles by sharing · Actionable steps, activities, and tools for implementation · Instructional tasks representative of each grade level · Real-world examples showcasing classroom photos and student work

With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C.