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re: Do They Still Teach Common Core Math In School? And What Is The Point Of It?
Posted on 5/30/19 at 9:27 pm to BRIllini07
Posted on 5/30/19 at 9:27 pm to BRIllini07
quote:Me too.
I’m left handed, but like most left handed people I’m actually cross dominant (I.e I’m right handed at some tasks, left handed at others.....but I write left handed).
quote:This is just lame excuse making.
But, I have never been able to write for endurance, my left hand tires quickly when writing (endurance and strength I’m right handed, coordination I’m left handed). I was always a straight C student in English, mostly I got legit tired of writing. Always an A student in math where I can pump out a few numbers and reliably get the right and answer.
Any math class where “explaining” via written language how you got a problem is most of the grade, is going to hurt kids like I was.
0
Posted on 5/30/19 at 9:37 pm to Ric Flair
quote:
I would argue that in most public schools, half the students would be better served with rote memorization of the times tables. To paraphrase George Carlin, look at the average person, and realize that half the population is dumber than this motherfricker
The numbers make it pretty clear whatever we've been doing is not cutting it.
Posted on 5/30/19 at 9:41 pm to OweO
I have teacher friends in California and Washington state and other high performing states.
They all hate the common core curriculum.
Not because it’s too complicated or different. Because it’s dumbing their kids down and causing them to teach “down” instead of up. We should all be pissed we don’t have that problem instead of whining about common core.
They all hate the common core curriculum.
Not because it’s too complicated or different. Because it’s dumbing their kids down and causing them to teach “down” instead of up. We should all be pissed we don’t have that problem instead of whining about common core.
Posted on 5/30/19 at 9:43 pm to Ric Flair
quote:
My criticism is that they are teaching rote techniques in the grouping of numbers for their “shortcuts”. The concepts are solid, but there are many ways to break down groups of numbers, if that makes sense. Teaching “rules” for these things kind of takes the point of figuring out these shortcuts yourself is kind of stupid, when there are multiple routes on the “shortcut” path.
Now I agree with this. My “in the head” method always seems to be a bit different than theirs. Sometimes theirs is simpler, sometimes not. To your point, who gives a shite if I’m getting the number.
As for my kid, he tends to get a lil frustrated with me cause I make him go through the tedious processes with each HW problem when he’s sitting there saying, “dad, but the answer is 37” lol
This post was edited on 5/30/19 at 9:46 pm
Posted on 5/30/19 at 9:51 pm to slackster
quote:
The numbers make it pretty clear whatever we've been doing is not cutting it.
To quote Scott Steiner, the numbers don’t lie.
Steiner math
Posted on 5/30/19 at 9:51 pm to OweO
quote:
It just seems like it could discourage kids from math even more, if they are not that good at it.
Are kids less “good at it” than they are at memorizing tables? Do the “new” methods help or harm the ability to solve more advanced problems, e.g. algebra?
Posted on 5/30/19 at 10:03 pm to Sir Drinksalot
quote:
Common core math is great for teaching higher level thinking in pk through 4th.
I keep hearing education gurus touting higher level thinking or critical thinking at the grammar school level.
But I have always asked what they mean by this and they have never ben able to give a decent answer to what this entails. The various common core approved math curriculums like Eureka are just as rote as teaching traditional arithmetic.
The problem is, it is a rote method that an average student's parents are not familiar with and so these kids are less likely to get support at home.
Posted on 5/30/19 at 10:06 pm to Duke
It’s literally just doing multiplication or division the “long way” in your head
Posted on 5/30/19 at 10:08 pm to OleWar
Think of it like this. Instead of just recalling/knowing A = C, You think exponentially of the ways you can connect the two.
Each way results in different in a different path and each path constitutes a different possibility.
It broadens thinking and possibilities and results.
ETA. Is it the difference between a program and a programmer?
Maybe so?
Each way results in different in a different path and each path constitutes a different possibility.
It broadens thinking and possibilities and results.
ETA. Is it the difference between a program and a programmer?
Maybe so?
This post was edited on 5/30/19 at 10:12 pm
Posted on 5/30/19 at 10:12 pm to Schmelly
quote:
My “in the head” method always seems to be a bit different than theirs. Sometimes theirs is simpler, sometimes not. To your point, who gives a shite if I’m getting the number.
I’m admittedly not a math teacher, but my understanding is that the entire point is to teach kids multiple ways to get to the answer.
Old way: Kids memorize multiplication tables through 12 or so and are taught to use “vertical” multiplication for larger problems. Smart kids come up with a couple of ways to break down larger problems in their heads, which allows them to take some shortcuts as they get older and get into more “real world” scenarios and/or more complicated math problems.
New way: Kids still memorize multiplication tables, but not necessarily as high. Kids are taught multiple ways to break down larger problems and are required to attempt some methods that may not be the easiest for them at the time, but give them more tools in the toolbox for later.
That’s the whole point, to teach kids multiple problem solving methods and show them that math isn’t always linear. People that figure this out on their own are better at critical thinking and more advanced math, such as algebra and calculus, where there are potentially many ways to solve a problem. The idea is to teach kids to think this way rather than leaving it to them to figure out.
Which all goes back to why they emphasize the process. Being able to say “the answer is 47” is fine and good, but that’s only half of what they are trying to teach. To me it’s kind of like playing an instrument. If you play guitar long enough you inevitably figure out certain shapes/patterns/etc. that work for you. But if you force yourself to learn to play the same part a different way you learn something new and move closer to mastery of the instrument.
Posted on 5/30/19 at 10:13 pm to Sir Drinksalot
quote:
Think of it like this. Instead of just recalling/knowing A = C, You think exponentially of the ways you can connect the two.
Each way results in different in a different path and each path constitutes a different possibility.
It broadens thinking and possibilities and results.
WTF Are you high?
Posted on 5/30/19 at 10:20 pm to OweO
quote:
Do They Still Teach Common Core Math In School?
Yes
quote:
And What Is The Point Of It?
To learn math
Posted on 5/30/19 at 11:04 pm to OweO
quote:
But it's not that it's really hard, it just seems pointless.
Its pointless. Designed to close the gap between races. Slows everyone down.
Posted on 5/30/19 at 11:10 pm to League Champs
quote:
ts pointless. Designed to close the gap between races. Slows everyone down.
I don’t think track and field was on their mind when they created it. I doubt they want to slow down the 100 yard dash times.
Posted on 5/30/19 at 11:34 pm to League Champs
quote:
Its pointless. Designed to close the gap between races. Slows everyone down
If it slows everyone down, how is the gap closed? Wouldn’t the gap be the same (albeit at a slower pace)?
Posted on 5/30/19 at 11:37 pm to OweO
Please roll over a speed bump
Posted on 5/30/19 at 11:51 pm to OweO
quote:
Common Core Math
There is no such thing as "Common Core Math".
Common Core is a set of standards...standards do not dictate a methodology.
Posted on 5/30/19 at 11:55 pm to League Champs
quote:
Its pointless. Designed to close the gap between races. Slows everyone down.
They had to do something to help your kid Greyson try to catch D’Angelo. Sorry Greyson sucks at math.
Posted on 5/31/19 at 1:39 am to tigercross
quote:
The only work I was ever asked to show on multiplication was crossing out digits and carrying a one without any explanation as to why that was the correct move
Exactly. The "old way" was just a bunch of algorithms for getting the answer. Carrying/borrowing 1's, annexing 0's, etc. don't really mean anything, it's just a step by step procedure to find the answer. It doesn't teach math.
Posted on 5/31/19 at 1:40 am to League Champs
quote:My god you are a miserable person.
Its pointless. Designed to close the gap between races. Slows everyone down.
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