Common Core Subtraction

[JAMESBJOHNSON]

http://townhall.com/columnists/eric...thfbp&utm_medium=fbpage&utm_campaign=thupdate

NEW NEW MATH keeps the eduwonks working.

 

[4est_4est_Gump]

I love it when the school uses Common Core texts and methods and you have some idiot following you around screaming, "That's not Common Core! You have no idea what Common Core is! You have to read the papers! YOU HAVE TO READ THE PAPERS!!!"

 

[Que]

It uses peer-reviewed "research," dammit!

 

[4est_4est_Gump]

I'll bet all the papers on Head Start were peer reviewed too...



THAT's NOT Head Start! You have no idea what Head Start is! You haven't read the papers!

Even the one that says it doesn't work says it works a tiny bit for just a few, but only at the very beginning then it all fades away because all of the peered-reviewed paper and money that you throw at a problem will not abrogate human nature. We give kids devices that are more fun, compelling and addictive than education and then we sit back and wonder why the fuck their tests scores aren't up to second-world standards.

 

[RobDownSouth]

I learned all the math tables in third and fourth grades when I was seven to nine years old and they were useful through high school and college and throughout my life beyond schooling. I have never gotten involved in anything beyond elementary geometry and some trig, but I used the same math tables in those classes too. As an accounting major in college and on my job afterward, I used a lot of arithmetic, including percentages and fractions and was still using those same arithmetic tables I had learned in third and fourth grades. When faced with the need to do some calculating, I never needed to know why 6 * 8 was 48 or why 3 plus 4 equaled 7; I just accepted these things as fact. If it ever became necessary to apply these tables to facts rather than figures, being of normal intelligence, I never had any trouble doing so,

And you don't need to know the "why". There's a good article here on exactly what the common core standards are trying to get students to think about: Misunderstanding the Common Core Math Standards.

It actually cuts through the fearmongering and gives a rather concise argument, and it actually agrees with some of your points.

Oh and he specifically addresses the "I have a college degree and don't understand this subtraction method stuff" in an article HERE

Take a look and tell me what, if anything, you find offensive.

I'd make the same offer to AJ but we all know nothing is going to dissuade him from his position that EDUCATION BAD.

 

[4est_4est_Gump]

The short bus has dropped off its load...




←←←←

 

[SgtSpiderMan]

I love it when the school uses Common Core texts and methods and you have some idiot following you around screaming, "That's not Common Core! You have no idea what Common Core is! You have to read the papers! YOU HAVE TO READ THE PAPERS!!!"

Sorry you can't handle facts.

 

[4est_4est_Gump]

Your facts are not valid.

 

[4est_4est_Gump]

As an example of mathematical practice, here is the full description of the sixth practice:

Attend to precision
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.




Give that to us in English professor.

 

[4est_4est_Gump]

Second grade example: In the second grade there are 26 standards in four domains. The four critical areas of focus for second grade are (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. Below are the second grade standards for the domain of "operations and algebraic thinking" (Domain 2.OA). This second grade domain contains four standards, organized into three clusters:

Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

You've got to be insane to believe that this is a rational approach to teaching...

 

[Que]

As an example of mathematical practice, here is the full description of the sixth practice:

Attend to precision
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.




Give that to us in English professor.

That bit there?

That's called 'sig figs.'

Little Robbie has been lecturing us about how much more capable he is in the deep, critical thinking department.

He and friend phrodo keep posting fucking graphs where one axis shows like tenths of a degree of mean temperature change...and the other axis with DOUBLING of PPM of Co2...and yet he has no idea why that graph is meaningless.

 

[SgtSpiderMan]

Your facts are not valid.

Awesome. Show me where CC mandates pace or what book(s) to use. I'll be waiting.

 

[RobDownSouth]

You've got to be insane to believe that this is a rational approach to teaching...

Math is hard for you, isn't it Chief? Even with your degree in "mathmatics" (sic).

The NERVE of those standards! Memorizing the sums of any two one-digit numbers! Figuring out if a number is even or odd? Horrors! Derp! Excelsior!

#MathIsHard
#EducationBad

 

[4est_4est_Gump]

I doubt that the majority of people being pushed out of the education campus and into are schools can do anything but pretend to understand that gibberish and can actually do no more than try to teach to the test by spoon-feeding the the example problems to a captive and bored-to-tears audience.

Princess is making straight As and has no idea about how to do any math problems that deviate in the slightest from the handful of examples they are given to prepare them for the test at the end of the year. There is certainly no indication that they are creating any critical thinking. I have to assume that tests have been purposely defined downward in order to inflate the scores.

 

[4est_4est_Gump]

Awesome. Show me where CC mandates pace or what book(s) to use. I'll be waiting.

Show me where I said that.

 

[RobDownSouth]

Show me where I said that.

right here...

I love it when the school uses Common Core texts <derp snip>

 

[Que]

I doubt that the majority of people being pushed out of the education campus and into are schools can do anything but pretend to understand that gibberish and can actually do no more than try to teach to the test by spoon-feeding the the example problems to a captive and bored-to-tears audience.

Princess is making straight As and has no idea about how to do any math problems that deviate in the slightest from the handful of examples they are given to prepare them for the test at the end of the year. There is certainly no indication that they are creating any critical thinking. I have to assume that tests have been purposely defined downward in order to inflate the scores.

They can't explain it any better than the defenders in this thread can.

Speaking of peer reviewed academic research and maths?

Studies show that teachers are just as prone to innumeracy as the general population. Innumeracy is more prevalent even than illiteracy is.

The opportunity to change the way math is taught, as N.C.T.M. declared in its endorsement of the Common Core standards, is “unprecedented.” And yet, once again, the reforms have arrived without any good system for helping teachers learn to teach them. Responding to a recent survey by Education Week, teachers said they had typically spent fewer than four days in Common Core training, and that included training for the language-arts standards as well as the math.

"Reforms" should be in quotes at that.

I posted that whole article before.

Sgt Spidey thinks them not "mandating" materials is evidence that the nonsense in materials isnt the direct result of common core.

You make up some cerebral sounding shit, then text book manufacturers make up stuff to supposedly accommodate the gobbledygook.

When the actually smart kid in the back of the room, says "That is an overly complicated way of explaining it" that kid is told he doesn't "get it" that this is all building a foundation for later math.

Mathematics is a language. An elegantly beautiful, simple language. "Educators" using English to explain how they know better than the way mathematics has been taught since each separate discipline was developed are insane.

Nothing in the nonsense Rob is saying about critical thinking is in anyway valid. arithmetic is the first building block. Teaching set theory or the abbacus or rote memorization, you have to know what looks like a right answer. In your head. Doesnt do any good at all to be able to punch them into a calculator.

That's exactly like saying we are going to teach English proficiency in Spanish. Which they also advocate.

Beyond stupid.

 

[4est_4est_Gump]

Common Core Logic

Common Core sets the standards, goals and develops the tests.
Common Core does not tell you what to put in a textbook or which textbook to use.
Textbooks, however are written to reflect Common Core standards and to prepare the pupil for the test questions.

Therefore: Common Core has nothing to do with the lunatic things your child is being taught. It is only responsible for designing the tests, goals and definitions of success. It is completely independent of anything that goes on in the classroom. That's up to the teacher, who by the way, was educated by the same people who developed Common Core and Head Start. And we have ample proof that none of them are bright enough to figure what incredible dupes and useful idiots they are.

 

[marshalt]

I remember back in school I would complain to my math teachers that it was pointless to learn all this shit because you can just use a calculator.

"Oh, you're going to carry a calculator around for the rest of your life?"

Yes, I do. And so does everyone else.

http://knowtechie.com/wp-content/uploads/2014/06/smartphone-calculator-1024x685.jpg

 

[4est_4est_Gump]

They can't explain it any better than the defenders in this thread can.

Speaking of peer reviewed academic research and maths?

Studies show that teachers are just as prone to innumeracy as the general population. Innumeracy is more prevalent even than illiteracy is.

I do not remember how long back it was, five years, about that, but a mathematician published a peer-reviewed paper that demonstrated that statistically almost all peer-reviewed papers contained flawed data. Of course, he puts his own veracity into doubt, but it is an interesting concept.

 

[4est_4est_Gump]

We didn't have a computer.

We didn't have a calculator.

In High School we had a slide rule and an understanding of logarithms...

 

[RobDownSouth]

We didn't have a computer.

We didn't have a calculator.

In High School we had a slide rule and an understanding of logarithms...

Yes, the world has passed you by.

And you are bitter.

:nods:

 

[Que]

We didn't have a computer.

We didn't have a calculator.

In High School we had a slide rule and an understanding of logarithms...

I was barely too young for slide-rules...but I now own a really good one.

Along with teaching myself to smith from iron ore to Damascus steel, I plan to learn how to use a post-zombie apocalypse slide rule.

So many projects only 1/2 a lifetime left to get to them all.

 

[4est_4est_Gump]

At my age, I figger it's a tad bit easier to scratch some of them off the list and watch a little football.



They might not play in Hell on Sundays.

 

[Que]

At my age, I figger it's a tad bit easier to scratch some of them off the list and watch a little football.



They might not play in Hell on Sundays.

Well thats an edge for me. I hate football.