Well, it was. I’ve been thinking, “I don’t read enough!” http://archive.ncsa.illinois.edu/prajlich/forster.html — written (so it says!) in 1909. It surely doesn’t feel like that. It’s about “The Machine” and an environment destroyed by deforestation.
Okay, also http://www.newvisions.org/blog/entry/algebra-as-a-gatewaykeeper-to-post-secondary-success — which includes “Transition to Algebra is a classroom resource that approaches algebra instruction differently. Instead of focusing on the traditional algebra algorithms, the course uses logic puzzles, problems, and explorations to help teachers uniquely build students’ mathematical conceptions. The developers of the curriculum argue that while success in Algebra I requires arithmetic skills, students should not wait to learn new algebraic content until they have mastered arithmetic. As Goldenberg, Mark, Kang, Fries, Carter and Cordner explain, “putting off algebraic learning while redoing and redoing arithmetic further delays students who are already behind, further convinces them that they are making no progress and are slow learners, and (typically) employs methods that have already failed. In fact, algebraic ideas often help students see previously unnoticed patterns in arithmetic and use those ideas to become successful even at the arithmetic.” (Making Sense of Algebra p.51).”