When we examine the educational status of the United States against other
established and growing nations, the findings are staggering. According to global
assessments such as, the Trends in International Mathematics and Science Study
(TIMSS) and Programme of International Student Assessment (PISA), the American
student is lagging in comparison to his international counterpart (Wu, 2005). The United
States ranks in the middle when compared to other fourth graders in industrialized
nations in science and mathematics literacy and falls far behind with students in 8th and
12th grade. The Strong American Schools Organization (2006) points the finger at the
American mathematics curriculum as a cause of for students’ mediocre high school
education. Another report from the Center for American Progress found that 50 percent
of 12th grade math students do not feel they understand their math class while 21 percent
do not feel challenged in mathematics courses (Boser and Rosenthal, 2012). Ultimately,
there is a disconnection between the content and method of instruction in American
schools and the needs of the current and future global workforce.