tag:blogger.com,1999:blog-8705078887057341738.comments2014-10-15T16:24:24.560-04:00CurmudgeonCurmudgeonhttp://www.blogger.com/profile/04323026187622872114noreply@blogger.comBlogger981125tag:blogger.com,1999:blog-8705078887057341738.post-19307344138842776302014-10-15T16:24:24.560-04:002014-10-15T16:24:24.560-04:00I was an excellent student at a very academic high...I was an excellent student at a very academic high school. Went on to the Ivy League. But I was out of my seat like a shot when the bell rang for each class, and each class at this school was only 40 minutes. Could not even remotely have managed 80 minute classes, except for the double period science labs where you are always doing something in addition to listening/writing.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-37708102013179632652014-10-14T05:07:55.066-04:002014-10-14T05:07:55.066-04:00"Replace it with what?" You need a stand..."Replace it with what?" You need a standard to teach Algebra? And it is ok that it is a lousy standard because the other was worse? Looks like a Stockholm Syndrome buy-in on the factorythink that learning should be driven by tight engineering specs and frequent quality control checks. Ewwww, as the kids would say. How about replacing it with an Algebra book and a teacher who loves math? Too easy?Kenny Tiltonhttp://www.blogger.com/profile/17430816457662806163noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-22841709096433042882014-10-14T05:01:20.152-04:002014-10-14T05:01:20.152-04:00It isn't the curriculum itself I have a great ...It isn't the curriculum itself I have a great problem with, and it bothers me when people post rants like that person did. It's the top-down structure I feel is wrong, though we have been moving toward that for a long time. This is just one more step in that direction. I am not in favor of federally mandated standards in education because I believe local control is diminished. I disagree about school boards being the only controlling bodies. Nominally they are, but in practice they may not be.That's because school boards (at least the ones around here) have ceded much of their authority to school administrators and the state. Most states want federal funding, so they comply with the federal guidelines. I go to our school board meetings, and from what I have seen it functions primarily to maintain buildings and approve new hires. Curriculum decisions (which are, of course, constrained by state requirements) are, for the most part, deferred to the superintendent or curriculum developer. That transfer of responsibility makes it difficult to interact with the school on academic issues. <br /><br />It is true that home schoolers are not compelled to follow CCSS, but the GED, which many home schoolers use in lieu of a diploma, has been reworked to meet those standards. College admission requires a high school diploma or some equivalent; if the graduation requirements change, alternative documentation will follow suit. <br /><br />Finally, I've had the experience of working with a "different" and "gifted" kid. He was not well treated in the public school system, and it could have ended very unhappily if it had not been for outside intervention. (And, no, I am not talking about one of my own kids.)PeggyUnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-74030105776883196212014-10-13T21:43:48.785-04:002014-10-13T21:43:48.785-04:00Bless you.Bless you.S. Richhttp://www.blogger.com/profile/02960044871840669653noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-77433417915813814742014-10-13T20:53:15.360-04:002014-10-13T20:53:15.360-04:00Well put.
Also, regarding #3, the use of nonficti...Well put.<br /><br />Also, regarding #3, the use of nonfiction in English literature classes, where it was primarily used in the first place, will not be reduced at all. The non-fiction requirement is simply a reflection of the fact that students will be doing a large amount of reading in their other 5 classes, like science, social studies, etc., in which we certainly do not want them reading fiction.Dave Eckstromhttp://www.blogger.com/profile/13521336850803352134noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-60678346603312692542014-09-27T10:10:34.350-04:002014-09-27T10:10:34.350-04:00Exactly, it can't. Which makes me distrust any...Exactly, it can't. Which makes me distrust anything he says when he spouts off about reforming math education.Curmudgeonhttp://www.blogger.com/profile/04323026187622872114noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-30254223063734726572014-09-18T01:10:30.355-04:002014-09-18T01:10:30.355-04:00Maybe I am misunderstanding. How can Q1 be 1981.5 ...Maybe I am misunderstanding. How can Q1 be 1981.5 if the range is 17 and the greatest value is 2013?PeggyUnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-4769017286997213302014-09-02T18:17:59.557-04:002014-09-02T18:17:59.557-04:00Nope, Order of Ops give addition and subtraction t...Nope, Order of Ops give addition and subtraction the same importance and they are done left to right.<br />(PE)(DM)(AS)<br />Bigbywolfehttp://www.blogger.com/profile/05395566346716078580noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-14619440109446834122014-09-02T18:16:59.417-04:002014-09-02T18:16:59.417-04:00But PEDMAS gives multiplication and division equal...But PEDMAS gives multiplication and division equal weight, yet you left the multiplication until last but did the division first. You are simply wrong.<br /><br />6-1x0+2/2<br /><br />6-(1x0)+(2/2)<br /><br />6-0+1<br /><br />7<br /><br />THAT is pedmasBigbywolfehttp://www.blogger.com/profile/05395566346716078580noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-54961513714287204812014-08-25T01:57:26.101-04:002014-08-25T01:57:26.101-04:00We home schoolers take a break during summer too. ...We home schoolers take a break during summer too. Everybody needs a stretch of down time, so why not have it when you can get outside and enjoy it the most?PeggyUnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-84180429275949651172014-08-20T09:25:03.914-04:002014-08-20T09:25:03.914-04:00I recently read a parent comment that her ES had r...I recently read a parent comment that her ES had raised state test scores very significantly by spending the last 10-15 minutes of each day (not even the ideal time) doing math facts, to the extent that the kids had fast, automatic recall; not "drill and kill" but "drill builds skill"! Wonderful!momof4noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-48563379343499740682014-08-19T17:44:15.714-04:002014-08-19T17:44:15.714-04:00Thank you! I am working with a handful of homescho...Thank you! I am working with a handful of homeschooling students and this will be useful. :)PeggyUnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-43693301089615804632014-08-05T22:27:48.012-04:002014-08-05T22:27:48.012-04:00My issue with the movie, is much like other teache...My issue with the movie, is much like other teacher movies. How many students? 1 dozen. I'm looking at 140 this year.<br /><br />Give me a dozen and I will get them all into Harvard.Mrs. Widgethttp://www.blogger.com/profile/00574837619339009800noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-38152058636550991122014-08-02T14:16:56.440-04:002014-08-02T14:16:56.440-04:00I am afraid the answer to questions 1 - 4 is: &quo...I am afraid the answer to questions 1 - 4 is: "No", or "not possible," (not until we have a democratic parliament again).<a href="http://www.theexecutivecarservice.com/events/" rel="nofollow">website</a><br />Akmos17http://www.blogger.com/profile/05240352827056253990noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-5763239769726553182014-07-21T14:53:59.323-04:002014-07-21T14:53:59.323-04:00Lots of things I don't care for about CK-12. I...Lots of things I don't care for about CK-12. I can now add plagiarism to that list.PeggyUnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-18184188168989380162014-07-16T15:33:33.950-04:002014-07-16T15:33:33.950-04:00I my kids love it
I my kids love it<br /><br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-31583537168218633142014-07-15T14:25:00.503-04:002014-07-15T14:25:00.503-04:00The auto manufacturers don't want to do it bec...The auto manufacturers don't want to do it because as soon as one does NOT WORK they will be sued. It is easier to put the burden elsewhere. But, doesn't this sound familiar...?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-7160466735448614412014-07-15T12:42:38.190-04:002014-07-15T12:42:38.190-04:00You've unnecessarily complicated this. Put the...You've unnecessarily complicated this. Put the sensor in the LATCH if that's what everyone is using. Stop giving them excuses to not do a simple fix. Avoiding minimal work is exactly what the car companies do ... until someone makes fun of them for it and shames them into making things right.Curmudgeonhttp://www.blogger.com/profile/04323026187622872114noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-88112776881964446242014-07-15T12:21:57.782-04:002014-07-15T12:21:57.782-04:00Infant car and toddler car seats do not employ the...Infant car and toddler car seats do not employ the car's safety belts. They are mounted via the LATCH system full-time, and use their own belts only. Even on older pre-LATCH models, the car's belt is used to secure the seat, and is engaged full-time. Any system like this would require adding electronics to the infant seat and an interface to the car, and for these to communicate with each other. This would be pretty-much impossible in infant-carriers which employ a base and quick-detach seat. Utilizing a pressure sensor would be problematic, given that the weight of the child is tiny compared to the pressure applied to the seat by the LATCH mechanism. Even if you could make it work, you would have to manually program in the weight of the seat, or the car would auto-calibrate by requiring you to start the engine first, then put the kid in the seat.<br /><br />If minimal work could allow an auto manufacturer to tout a major safety feature, they would have done it.Obi-Wandreas, The Funky Vikinghttp://www.blogger.com/profile/02165995350574117291noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-2391083951300629582014-06-18T17:01:12.844-04:002014-06-18T17:01:12.844-04:00My views on this topic have evolved over time, as ...My views on this topic have evolved over time, as demonstrated by this post which I just updated after reading yours: http://rightontheleftcoast.blogspot.com/2007/04/allowing-students-to-use-restroom.htmlDarrenhttp://www.blogger.com/profile/15730642770935985796noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-40584160959169249402014-04-26T14:29:47.410-04:002014-04-26T14:29:47.410-04:00Thanks for taking my comment out of context and la...Thanks for taking my comment out of context and labeling me as an Institute Professional. I spent many years teaching high school and now work with teachers and schools around the country as a curriculum writer and a PD instructor.<br /><br />The curriculum I am a lead writer on, CME Project, has this as its fundamental organizing principle:<br /><br />The widespread utility and effectiveness of mathematics come not just from mastering specific skills, topics, and techniques, but more importantly, from developing the ways of thinking —the habits of mind—used to create the results.<br /><br />You're wrong if you feel I don't think accuracy and correctness are important. What stinks is the weird single-purpose tools kids sometimes are asked to memorize. These tools produce correct answers without understanding, and that is the context from which you pulled my Twitter comment. If correct answers were all that mattered, why bother teaching for understanding if there a 100% guaranteed correct method?<br /><br />I guess I'll be more careful in future conversation, and I am not yet old enough to have earned the capital letters as a full Institute Professional.patternsinpracticehttp://patternsinpractice.wordpress.com/noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-25458062389141237722014-04-22T21:16:53.011-04:002014-04-22T21:16:53.011-04:00Aran, I generally agree with Curmudgeon, but you h...Aran, I generally agree with Curmudgeon, but you have made me think. Yet, I don't think students can get really comfortable with the (very valuable) skills needed to understand statistics or make good choices when buying a house, UNLESS they have some personal ownership of the basic arithmetic and algebra operations, ownership that in my experience young people don't develop unless they can do the operations without a calculator. That's not to say that we shouldn't use calculators once we have that ownership (although I'm careful to keep my hand in with a certain amount of in-my-head and paper/pencil practice).<br /><br />And then there are the students who are going to use serious math later on, and we don't know which students those will turn out to be when they are 14 (though we can make pretty accurate guesses sometimes). Those students may not be mathematicians per se, so much as engineers, accountants, meteorologists, construction managers, radiologists, epidemiologists, supply chain managers, and so forth. They are not necessarily thrilled by the beauty of abstract math, but they have to be very skilled at using mathematical thinking to analyze problems and choose methods for solving them; they are highly oriented towards getting the right answer at the same time.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-10526654311245117622014-04-22T01:09:22.047-04:002014-04-22T01:09:22.047-04:00I'm not talking about making all kids into mat...I'm not talking about making all kids into mathematicians or "city in the clouds" stuff. We need to think very carefully about what we are teaching kids. 90% of what is in the curriculum can be done faster, more efficiently, and more accurately on the smartphone in their pockets. We don't need to teach them mathematical thinking so they can become mathematicians, we need to teach them this so they can use math to reason about statistics they see in the paper or make informed decisions about buying a house. The fact that you say "some day, some of them will get there" implies that you think many of them won't get there. What about these kids? Why are you teaching them? What do you hope they get out of your class? I'm not arguing for "holier-than-thou" math that isn't interesting to them. In fact, I would say that simplifying rational polynomial expressions because they need to do them to solve "all important" limits in calculus is exactly the holier-than-thou math that disinterests them in the first place. Students don't have to try to tackle the Riemann Hypothesis to experience real mathematics. Take the border problem (http://www2.edc.org/cme/showcase/KY/TheBorderProblem.pdf) or this video (https://www.youtube.com/watch?v=Ien-86bXCrI) both of which are by Jo Boaler. These problems are both easily accessible by nearly all students, yet they allow students to explore the concepts deeply. And in both these problems, the right answer is 1) not unique and 2) much less important than the process used to get the answer. If the average person is going to use any of the math we teach them outside of class, it is going to be thinking skills, pattern recognition skills, number sense, or model building. Both experience and research show that they are not going to use the quadratic formula--even if we make them justify it. When was the last time, outside of a math class or an academic setting, that you expanded the product of two binomials? Aranhttp://www.blogger.com/profile/14077578217849158252noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-5709424544945883112014-04-21T18:10:15.879-04:002014-04-21T18:10:15.879-04:00"But when it comes to learning what mathemati..."But when it comes to learning what mathematics really is and learning to truly think mathematically, it's not that the right answer isn't important, it's just that it's irrelevant."<br /><br />And you assume that any more than a small fraction of the students want to focus on math, want to "truly think mathematically" and learn "What mathematics really is"? It's attitudes like that that make your opinion irrelevant to them. <br /><br />Some day, some of them will get there, but they can't just jump directly to your city in the clouds; being so ethereal and holier-than-thou isn't helping to convince them to want to bother.Curmudgeonhttp://www.blogger.com/profile/04323026187622872114noreply@blogger.comtag:blogger.com,1999:blog-8705078887057341738.post-14876239650385019542014-04-20T22:40:45.264-04:002014-04-20T22:40:45.264-04:00I'll agree that to say that the right answer i...I'll agree that to say that the right answer is not important at all sends the wrong message, however I have to disagree with quite a bit of the rest of your post. First, the school board members who say "I've been in business 40 years; every time the right answer matters" are looking at the world through rose colored glasses. Very rarely in business, or really any field, is there a cut and dry "right answer." Answers seem right in hindsight because they work out for the better, and answers seem wrong in hindsight because they don't turn out so great. In the moment, however, those answers are grey and uncertain and what matters is the manner in which a person arrived at them. <br /><br />Beyond that argument, however, I still take issue with your claim that the right answer is step #1. Sure if all we are doing is relatively basic, procedural problems like the ones you posted images of, then the right answer is important. But only because there really isn't much else in the problem that could be more important. The problem is that even if we encourage students to justify their answers or force them explain why rules they applied work, they're not explaining them because they need or want to, but because it's part of the game. We know the answer, and they know we know the answer. This song and dance doesn't encourage them to engage fully with the material. In fact it often encourages them to engage just enough to satisfy their teacher that they didn't get lucky. Or in some causes, the students think "this game is silly, and I'm not even going to play" and then they don't engage at all. <br /><br />The issue, at least as I see it, is that the problems that you use as your examples are just exercises (and these problems constitute the vast majority of what students see in K-12 math). If we don't ever give students a chance to engage in real problems--problems where there multiple right answers or multiple productive approaches--then we are hiding mathematics from them. Expanding (a+b)(x+y) is not math. Explaining why (a+b)(x+y) is also not math. Mathematicians do not publish papers on how well they can repeat back a result that their teacher explained to them once. Certainly, many fields (physics, business, etc.) make great use of the results of math, but we cannot confuse an ability to fluently calculate using procedures in applied situations with learning math.<br /><br />Learning these procedures, learning to get the right answer, and learning to know when you didn't get the right answer are admittedly important parts of being able to be successful in mathematics. But when it comes to learning what mathematics really is and learning to truly think mathematically, it's not that the right answer isn't important, it's just that it's irrelevant.Aranhttp://www.blogger.com/profile/14077578217849158252noreply@blogger.com