Common Core Subtraction

[4est_4est_Gump]

Keeping the sun at your back is always a good idea...



*spit*
←←←←

 

[Que]

This is the reason that Americans suck at math.

http://www.alm-online.net/images/ALM/conferences/ALM15/proceedings/ALM15-proceedings-p123-132.pdf

Our over-hyped unionized, over paid (for their competency level) education system sucks..

Mathematics is not subjective. If you can not score 100% on a mathematics test, you suck.

You need to go back and learn it until you can score 100%.

No one that cannot score 100% on any math test I put in front of them should teach math.

In mathematics you can grade your own test. You can check each answer and insure that it is correct.

Anyone that claims that arriving at the wrong answer is an acceptable result is an idiot and nothing further should be discussed with them.

 

[4est_4est_Gump]

I once got all the correct answers on a calc test, but failed it any way for using the wrong methodology..



I asked the guy what was so wrong about getting the right answer, but it was going nowhere.

 

[4est_4est_Gump]

While later mathematics learning experiences in secondary, and to a lesser extent post-secondary,
school can certainly cause or exacerbate negative perceptions, overwhelmingly (as Uusimaki &
Nason, 2004, also identified) the reasons are first attributed to primary school teachers and, to a
lesser extent, parents. It is a scenario with intuitive appeal, particularly for parents, or any keen
observer of small children. These young individuals do not typically exhibit aversion to early
mathematics learning experiences—a pre-schooler eagerly taught the counting words delights its
parents by parroting numbers well before connections are made between the words and the
abstract notion of quantity. The child mimics parental behaviour and simulates the counting of
anything and everything in its environment, frequently with almost obsessive zeal. Early primary
school mathematics lessons are met with as much enthusiasm as any other activity. As the child
progresses through school, hands-on, concrete mathematics learning activities are gradually
overtaken by increasingly abstract representations and formalized procedures. The arithmetic of
counting by manipulating blocks, for instance, is replaced by ‘doing sums’ on paper, the
introduction of multiplication and division algorithms, and rote memory drills. While most other
learning activities continue to connect closely with things the child can touch, taste, and feel, the
mathematics lessons tend to become increasingly separated from experiential reality. In the latter
years of primary education, most pupils are yet to enter Piaget’s formal operational stage of
cognitive development where they increase their ability to think abstractly. Rather, it is more
likely that most are still in Piaget’s third developmental stage of concrete operations.


But we're going to achieve that in the second grade.

 

[JAMESBJOHNSON]

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.

True, but its worse. The engineering department in this county usta have a few hare-lip faggots who interpret the rules. Now! I know what a corner is, and I know what a curve is with respect to streets. But the harelips got the idea curves are corners and enforced rules for corners upon curves. Their rulebooks defined corner and curve, and they aren't the same. They just enforced things the same tho no curve has any intersection to measure from. And it gets absurd because lots placed around a cul de sac are on curves.

 

[JAMESBJOHNSON]

While later mathematics learning experiences in secondary, and to a lesser extent post-secondary,
school can certainly cause or exacerbate negative perceptions, overwhelmingly (as Uusimaki &
Nason, 2004, also identified) the reasons are first attributed to primary school teachers and, to a
lesser extent, parents. It is a scenario with intuitive appeal, particularly for parents, or any keen
observer of small children. These young individuals do not typically exhibit aversion to early
mathematics learning experiences—a pre-schooler eagerly taught the counting words delights its
parents by parroting numbers well before connections are made between the words and the
abstract notion of quantity. The child mimics parental behaviour and simulates the counting of
anything and everything in its environment, frequently with almost obsessive zeal. Early primary
school mathematics lessons are met with as much enthusiasm as any other activity. As the child
progresses through school, hands-on, concrete mathematics learning activities are gradually
overtaken by increasingly abstract representations and formalized procedures. The arithmetic of
counting by manipulating blocks, for instance, is replaced by ‘doing sums’ on paper, the
introduction of multiplication and division algorithms, and rote memory drills. While most other
learning activities continue to connect closely with things the child can touch, taste, and feel, the
mathematics lessons tend to become increasingly separated from experiential reality. In the latter
years of primary education, most pupils are yet to enter Piaget’s formal operational stage of
cognitive development where they increase their ability to think abstractly. Rather, it is more
likely that most are still in Piaget’s third developmental stage of concrete operations.


But we're going to achieve that in the second grade.

Yep. Schools try mighty hard to force maturation when theyre well aware of kids with maturation lag (immaturity). I call it pervasive developmental delays. But what the school does is call it autism, to collect serious special ed money from the Feds.

 

[4est_4est_Gump]

We had an engineer tell us to open a valve.

We told him the upper valve had not been installed. He informed us lowly fitters that he had his engineering degree and the paperwork was in order, the valve was signed off as installed, and if we were going to question his authority, we would soon be without a job.

We opened the valve. Seconds later the sound of cascading water could be heard hitting the grates above us, level after level, louder and louder until we were inundated by a tropical-style rain shower...

"Close the valve?" we asked.

Nope, college boy did not have the proper paper work authorizing such an action...



By the time he got his authorization, the bottom two floors of the reactor were flooded. Took us three days to get it pumped out and de-mudded...

 

[4est_4est_Gump]

Yep. Schools try mighty hard to force maturation when theyre well aware of kids with maturation lag (immaturity). I call it pervasive developmental delays. But what the school does is call it autism, to collect serious special ed money from the Feds.

That's what I keep getting from reading over the Common Core standards.

They're treating the kids as if they were no more than really short adults.

 

[JAMESBJOHNSON]

That's what I keep getting from reading over the Common Core standards.

They're treating the kids as if they were no more than really short adults.

Because of my training I worship at the shrine of assessment. Lets find out what we got and see what we can do with it. Its the soul of rehab.

And the hardest job in the world is influencing educators to try what works, theyre fools for what wont work. I suspect because theyre all about money and poor mouthing to explain failure.

But what we find is disparate groups tend to specific kinds of effort but the schools don't guide them in the directions where their strengths are. We herd everyone into cigar rolling class or whatever the sexy vocation is.

 

[SgtSpiderMan]

I'm living Common Core every single fucking day of my life.

My wife has thrown up her hands and walked away in complete frustration.

It is an insane curriculum with the attention-span of a dedicated MTV and uT00b fan.

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!!!"

Show me where I said that.

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.

By your logic it's the gun's fault when someone is shot, & not the fault of the person who doesn't use it safely.

 

[SgtSpiderMan]

This is the reason that Americans suck at math.

http://www.alm-online.net/images/ALM/conferences/ALM15/proceedings/ALM15-proceedings-p123-132.pdf

Our over-hyped unionized, over paid (for their competency level) education system sucks..

Mathematics is not subjective. If you can not score 100% on a mathematics test, you suck.

You need to go back and learn it until you can score 100%.

No one that cannot score 100% on any math test I put in front of them should teach math.

In mathematics you can grade your own test. You can check each answer and insure that it is correct.

Anyone that claims that arriving at the wrong answer is an acceptable result is an idiot and nothing further should be discussed with them.

I don't think there's any company out there that will insure a math problem.

 

[Que]

I don't think there's any company out there that will insure a math problem.

YOU and your ilk are what is wrong with education...you all love such mealy mouthed ambiguity. I get that you like that everyone gets a trophy and everyone "succeeds" (this includes the idiot bush with no child left behind)

But you cannot even agree that math problems have one and ONLY one correct solution. There are often multiple ways to solve, but the answer is right or it is wrong...there is no such thing as 'good effort.'

Your efforts led to a correct solution, or it did not.

All math problems (that you are ever going to see) have a solution. When you think you have arrived at the solution there is always a way to work the problem backwards or plug it into an algorithm to check your work.

If your solution doesn't check out, you do it again until it does.

The fact that you don't believe that is laughable.

 

[CandiCame]

While later mathematics learning experiences in secondary, and to a lesser extent post-secondary,
school can certainly cause or exacerbate negative perceptions, overwhelmingly (as Uusimaki &
Nason, 2004, also identified) the reasons are first attributed to primary school teachers and, to a
lesser extent, parents. It is a scenario with intuitive appeal, particularly for parents, or any keen
observer of small children. These young individuals do not typically exhibit aversion to early
mathematics learning experiences—a pre-schooler eagerly taught the counting words delights its
parents by parroting numbers well before connections are made between the words and the
abstract notion of quantity. The child mimics parental behaviour and simulates the counting of
anything and everything in its environment, frequently with almost obsessive zeal. Early primary
school mathematics lessons are met with as much enthusiasm as any other activity. As the child
progresses through school, hands-on, concrete mathematics learning activities are gradually
overtaken by increasingly abstract representations and formalized procedures. The arithmetic of
counting by manipulating blocks, for instance, is replaced by ‘doing sums’ on paper, the
introduction of multiplication and division algorithms, and rote memory drills. While most other
learning activities continue to connect closely with things the child can touch, taste, and feel, the
mathematics lessons tend to become increasingly separated from experiential reality. In the latter
years of primary education, most pupils are yet to enter Piaget’s formal operational stage of
cognitive development where they increase their ability to think abstractly. Rather, it is more
likely that most are still in Piaget’s third developmental stage of concrete operations.


But we're going to achieve that in the second grade.

Yeah... read up on Piaget. The man was a dumbass who did no experimentation and knew far more about molluscs than he did about humans. He wasn't a psychiatrist or neurologists, and he didn't know what he was talking about. His years were off so bad that he isn't applicable to learning theory. I mean, I don't give a shit about this thread overall but you have no idea how much I fucking hate Piaget. There's no reason for his teachings to have stood the test of time, the APA hates him, but for some reason, his ass-backwards "science" is still taught in EDF classes. In reality, abstract thought has been shown in children as young as three months and you have developmental disabilities if it isn't present by the age of 3 because abstract though, particularly symbolic abstract thought, is necessary to develop language. If you can't hold an image in your head for a tangible object, and associate that with a sound, then you can't think abstractly. Of course, Piaget didn't know that because all he did was write a book about cute shit his own children did and pretend it was science.

 

[SgtSpiderMan]

YOU and your ilk are what is wrong with education...you all love such mealy mouthed ambiguity. I get that you like that everyone gets a trophy and everyone "succeeds" (this includes the idiot bush with no child left behind)

But you cannot even agree that math problems have one and ONLY one correct solution. There are often multiple ways to solve, but the answer is right or it is wrong...there is no such thing as 'good effort.'

Your efforts led to a correct solution, or it did not.

All math problems (that you are ever going to see) have a solution. When you think you have arrived at the solution there is always a way to work the problem backwards or plug it into an algorithm to check your work.

If your solution doesn't check out, you do it again until it does.

The fact that you don't believe that is laughable.

That's some serious ascription. Even for you.

 

[Que]

Because of my training I worship at the shrine of assessment. Lets find out what we got and see what we can do with it. Its the soul of rehab.

And the hardest job in the world is influencing educators to try what works, theyre fools for what wont work. I suspect because theyre all about money and poor mouthing to explain failure.

But what we find is disparate groups tend to specific kinds of effort but the schools don't guide them in the directions where their strengths are. We herd everyone into cigar rolling class or whatever the sexy vocation is.

Early assessment tools were a bit crude but gave you an idea about what the student had learned. As testing became easier and easier to administer, with bubble sheets and so forth more and more data was available. When proper statistical analysis was introduced into the process, it led to results that were unpopular.

So ambiguities and dissembling was added to obscure the reality that sending everyone to college is a complete waste of resources. It is a waste of time to even graduate some kids from high school.

Teach them to balance a checkbook,, how to make a budget and send them off for vocational training.

Now we "graduate" people from college with no marketable skills and they cannot balance a checkbook. They cannot look at a price on the shelf and the volume of product and tell whether two of the small jars or the big jar is a better buy.

 

[Que]

Here is the $64,000 question:

If all of these "modern" educational theorists with their vastly superior "peer-reviewed" research on child development, cognitive theory, advanced testing, accounting for alleged cultural bias and income levels and diversity and integration and every other thing they blame for failure to thrive...

Why is it that education is not producing students that can even pass their dumbed down tests?

The create watered down tests, they teach TO THE TEST and still, students cannot demonstrate proficiency. Fail.

That's some serious ascription. Even for you.

You are seriously a dullard, even for someone in the educational field.

 

[SgtSpiderMan]

You are seriously a dullard, even for someone in the educational field.

I can't imagine what it does to your psyche to have your errors pointed out by someone you consider a dullard.

 

[RobDownSouth]

That's some serious ascription. Even for you.

#Ascription is what he does

 

[Que]

I can't imagine what it does to your psyche to have your errors pointed out by someone you consider a dullard.

I will let you know when you have the capacity to grade my work.

 

[CandiCame]

Early assessment tools were a bit crude but gave you an idea about what the student had learned. As testing became easier and easier to administer, with bubble sheets and so forth more and more data was available. When proper statistical analysis was introduced into the process, it led to results that were unpopular.

So ambiguities and dissembling was added to obscure the reality that sending everyone to college is a complete waste of resources. It is a waste of time to even graduate some kids from high school.

Teach them to balance a checkbook,, how to make a budget and send them off for vocational training.

Now we "graduate" people from college with no marketable skills and they cannot balance a checkbook. They cannot look at a price on the shelf and the volume of product and tell whether two of the small jars or the big jar is a better buy.

I question how recently you've been in a supermarket. Or had a checking account. It isn't that we can't balance a checkbook; it's that the bank can screw you so you run the bank's app to make sure they haven't fucked you instead of doing it on paper. You have to make sure your figures add up. Yours and the bank's. You don't... do you carry a physical checkbook? Like with your account number in it for anyone to steal? Or do you just carry your debit card and then check the transaction that should have been automatically calculated on the on-line bank statement? We don't specifically teach, "here's how to do basic addition and subtraction in this specific instance" because Jesus Christ you should have been able to figure that out. If you can't do that by 18, when you can open a personal checking account, you're so fucked a class won't help you. Your dumb ass shoulda learned that in 3rd grade with everybody else. Have fun with your lifetime of getting fucked over by the bank, dumbass.

 

[Que]

I question how recently you've been in a supermarket. Or had a checking account. It isn't that we can't balance a checkbook; it's that the bank can screw you so you run the bank's app to make sure they haven't fucked you instead of doing it on paper. You have to make sure your figures add up. Yours and the bank's. You don't... do you carry a physical checkbook? Like with your account number in it for anyone to steal? Or do you just carry your debit card and then check the transaction that should have been automatically calculated on the on-line bank statement? We don't specifically teach, "here's how to do basic addition and subtraction in this specific instance" because Jesus Christ you should have been able to figure that out. If you can't do that by 18, when you can open a personal checking account, you're so fucked a class won't help you. Your dumb ass shoulda learned that in 3rd grade with everybody else. Have fun with your lifetime of getting fucked over by the bank, dumbass.

You are an absolute idiot. I fear for anyone whose taxes you do. "Checkbook" is an anachronism...just like when commercials said "Dial 555-1212 now!" long after all phones were push-button.

No bank "screws me over." I am single and there is no one else on the account to screw it up. Every way they can fuck you is clearly outlined in the little inserts in your statement that you throw away. Don't do those things, they don't screw you over.

Guess what? They aren't teaching basic 3rd grade arithmetic because idiots like you and spidey think rote memorization is not of value.

Bunny is right, arguing with spidey is like arguing with a mushroom. Arguing with you is like arguing with you is like arguing with a hysterical mushroom. And yes, misogynistic, gender based insult intended.

 

[CandiCame]

You are an absolute idiot. I fear for anyone whose taxes you do. "Checkbook" is an anachronism...just like when commercials said "Dial 555-1212 now!" long after all phones were push-button.

No bank "screws me over." I am single and there is no one else on the account to screw it up. Every way they can fuck you is clearly outlined in the little inserts in your statement that you throw away. Don't do those things, they don't screw you over.

Guess what they aren't teaching basic 3rd grade arithmetic because idiots like you and spidey think rote memorization is not of value.

You're so cute and old.

 

[CandiCame]

I can't imagine what it does to your psyche to have your errors pointed out by someone you consider a dullard.

I think he gets off on it.

 

[Que]

You're so cute and old.

Interesting that you must assume that somehow you are going to be viewed as brilliant by the next generation of poorly educated, pretentious little assholes that follow you.

You are not cute, not clever and astonishingly immature.

 

[CandiCame]

Interesting that you must assume that somehow you are going to be viewed as brilliant by the next generation of poorly educated, pretentious little assholes that follow you.

You are not cute, not clever and astonishingly immature.

I didn't say I was cute. I said you were cute. And I stand by it. You're like someone's racist grandpa, where you're too old to be a threat and no one takes you seriously so you're just a character. Adorable.

Edit: That sounds meaner than I meant it. I really do mean it in a charming way. I love my ignorant grandpa, and I just feel like you have someone out there who has that same relationship. You have a grandchild who loves you.

Also, that post reminded me of: https://www.youtube.com/watch?v=dtsCg_ba1XE