EXACTLY, most people do not need to learn advanced math concepts, they need a WORKING KNOWLEDGE of math.
You insulted my intelligence twice. Look back at that you typed. I don't think it matters though. I'm pretty convinced that you're just trolling now.
I'm not an expert on education theory, so I couldn't say honestly which is the better approach. I agree with you though that some memorization is needed. The question though remains what would be the best thing for them to memorize.
you've insulted everyone with your... "They're now stepping into the boundaries and telling kids that 1 and 1 literally makes 3. " you've been asked to back that up by and several other posters...you have no idea what's being taught or how its being taught...
I went to a meet the teacher nite tonight at wyly jrs jr High, as every year that I go to these things I come away very impressed...highly qualified teachers each with multiple degrees, I wouldn't begin to question their methods...they're the trained educational experts not me and the results they achieve with the kids is all the validation I need....
It is not a fact based anything. It is something you have heard over and over in the right wing propaganda mill so many times you really do belive it.
What you learned 40 years ago is the same as 400 years ago. Your problems with gays and flags is your problem.
Because I've seen people put things in calculators the wrong way too many times (and have done so myself many times as well). At the least we need to teach estimation skills, so that we know if our answer is close to correct on the calculator. I still think we need to memorize addition of all single digit numbers, as well as the times tables up until 12x12 to the point of automaticity. Hard to estimate without that knowledge. There are times when a nail gun isn't appropriate. Same with calculators. You should know that there are times that different tools are necessary. Don't get me wrong, I think calculators should be a part of math education at all levels. I just don't think they take away the need for rote learning of the basics. - - - Updated - - - Without background knowledge (aka rote learning) there is nothing in the brain to use for critical thinking. I do agree that rote learning alone isnt' sufficient, but some rote learning is necessary.
A magnet school is a specialized public school that draws from the whole school district, rather than a single area. In the case of my sons' magnet school, it was a magnet school designed to teach middle school differently. The school used four sets of textbooks--6th grade math, 7th grade math, 8th grade math and Algebra I. Other than that, they used library books or the internet to read about the subject at hand. The curriculum was integrated (i.e. no separate science, English or social studies). They used a four phase learning system similar to the one Herk outlined. It works well, and keeps student interest up much better than conventional subject area teaching. It is harder to implement as a teacher, though.
The idea behind the 9+6 =15 being looked at as (9+1=10) + (6-1=5) is to give them a working knowledge of math. I see nothing wrong with it. Think about the math skills needed to do the new way. It's a lot more. Obviously the old way of teaching isn't working for today's students. Think about how you can confuse a 19 yr old cashier by giving them $20.01 when the bill is $19.76, so you get a quarter back ($.25). Well, the way taught by the OP, is the same logic as the $20.01. That said, math is much easier at higher levels if you have your basic math facts memorized to the point of automaticity.
I recall when I was still in high school some 40+ years ago complex algebra, chemistry, physics questions were graded for the process used not just the answer....if in anwering a question worth 10 marks incorrectly you made an error in simple calculations could still result in 9 marks because you demonstrated you understood the process which was more important than the correct answer, just writing the answer without showing the process would get only 1 mark... If you don't understand the problem solving process memorizing mathematical squences will not help you, if you understand the process then you only need to input the correct data into the calculator, it is never wrong... some rote yes, but not anywhere near as much as when I(we) were in school it just isn't necessary anymore, younger generations live in a different technological world than we knew...
that's what I heard from my son's teacher last night, intigration of subjects...not like the way I was taught but I dont question their methods as the results are apparent, the student achievement levels are excellent...
9+6=15 is a working knowledge, it's all one needs to get through life, it's all I need to know that 9+6=15 anymore than I need to know 6-1=5 to get there in a round about way No it is the new way that is not working, the old way worked for DECADES before the new way was introduced.
Math Skills Suffer in U.S., Study Finds http://www.nytimes.com/2008/10/10/education/10math.html?pagewanted=all&_r=0 U.S. Students Slide In Global Ranking On Math, Reading, Science http://www.npr.org/blogs/thetwo-way...school-students-slide-in-math-reading-science Decline in math and science education imperils U.S. http://www.homelandsecuritynewswire.com/decline-math-and-science-education-imperils-us
just maybe you should read your link... they're saying rote learning doesn't work...creativity/problem solving is the goal not mindless memorization... 6 questions in 9 hours! ...what exactly do think they're testing for? Rote learning?...they're testing the creative problem solving process, they could care less if the student can recite mathematical squences they'll all be using calculators... The problem with US results is parents fighting resisting change tonew teaching methods other countries are leaving the US behind as they explore new methods, your'e wrong if think they've stood still...
Someone from right-wing will say the same about the left. None of you are correct. You're all too busy taking sides.
No, you have repeatedly stated something that is not true and it is heard all time in RW circles. Not everything is partisan. I don't see the outrage with common core and almost every time I ask I get the 1+1=3. I think it is just another example of the right wing resisting it because it is perceived change and the RWers just don't understand what they are talking about. It is not taking sides, at least by me.
But they also say that math learning beneifts from hard work and persistence. In other words, repeated practice which is roughly the same as rote memorization. I would bet that Chinese students memorize the times tables inside, out and backwards.
1+1=3 is clearly a rw meme they repeat it so must therefore be true, ask them to demonstrate where this occurs and they run away...
you're making an assumptions now, there is a certian amount of rote in everything we do...but in International competitions theyre clearly not testing for memory... what I understand from the Chinese math results is that they're based on scholastic results in Shanghai, the rest of china doesn't follow the same methods , and requests from educators to visit other Shanghai schools have been turned down for some reason...so it would seem only select schools may use different approach to math...the shanghai students are permitted to use calculators for exams, so there is no reliance on memory/rote learning...
That's not what they are testing for, but it's a necessity. It is impossible to do mathematics at that level without the automaticity of knowing the basic math facts. I'm not saying that every bit of math should be rote, I'm just saying that rote learning of certain things is pretty much a requirement. I've seen too many bone-headed mistakes using calculators. Without the ability to estimate, the use of calculators isn't really that helpful in math.
The only one way a calculator is wrong is if the input is wrong, it's just a tool... if the person using it doesn't understand the process a calculator won't help...and the process is what they're being tested on... in the real world there's no value in adding or multiplying numbers in your head, no one cares it's an old people's skill, we have machines that do that for us now...I find it handy I can do calculations in my head for an estimate but I'll always put it to pen and paper to confirm and often double check that with a calculator(obviously I'm not working with small numbers or simple problems)...
Exactly, but it is quite common for the input to be wrong. People who don't have an idea about what the answer might be will trust the tool regardless. Estimating is important when working with calculators for that reason. And you just pointed out why being able to do arithmetic in your head is worthwhile. Estimation is a great skill to have. I probably use estimation in everyday life a dozen times more than I use actual computation (of any kind). Doing math in your head helps to keep you from being ripped off. You may think that's archaic, but I don't.
