Sabel posted:

What the hell do these even have to do with each other

DayReaver posted:

Probably the best thing that's going to come out of CC is getting to listen to all the fucktard halfwits complain for the next decade because they can't comprehend what's essentially just an externalization of the process any 2nd grader uses in their head to solve basic arithmetic. The right is going to be up in arms.

Gulzin posted:

However, I don't think this is a magic bullet. You want to solve the education problems: the first best step is to stop No Child Left Behind and put something better in there (say an accreditation system like colleges have).

Gulzin posted:

Oh, so when was the last time you had to quickly add and subtract two digit numbers quickly? Were you faster than a calculator?

Also, if you had to do it quickly, did you do it with pen and paper, because common core's method makes it MUCH easier to do in your head?

Quickly do 42-29. By common core's method it is easy to do in your head: 29+1=30, 30+10=40, 40+2=42, so 1+10+2=13.

Now do it quickly with the borrow method.

It is? So you have teaching experience?
Please tell me your amazing method here, because I have college students who still don't get this.

Lightanchor posted:

If I were in that school, I would have resented doing all those steps when I know in a split second that 15-7=8. Maybe that method is helpful for some students. Students should be taught a few ways and be allowed to do whichever is natural for them.

comes along bort posted:

to be fair, that's part of common core- presenting multiple methods

unfortunately in practice teachers barely have the time to get through one method they're barely competent with themselves with little or no supplemental material because the school board got taken over by some homeschool association idiots and used car dealership owners, so they've zeroed out the textbook budget, and the school's funding is contingent on meeting race to the top testing benchmarks, so they've got to spend the rest of the semester working on that instead

FogHelmut posted:

speaking as an adult, if this poo poo was invented by teachers, then no loving wonder. all the kids who grew up to be teachers were drat idiots who did it for the summer vacation. I'm glad that when I was in school I was in the AP classes so I didn't have to be around those remedial retards, and was able to get a good job in the private sector working 12 months a year 60 hours per week with poor health benefits and little 401k match. But I'll be loving damned if I cant calculate my poor compensation in my head, fuckers.

comes along bort posted:

to be fair, that's part of common core- presenting multiple methods

unfortunately in practice teachers barely have the time to get through one method they're barely competent with themselves with little or no supplemental material because the school board got taken over by some homeschool association idiots and used car dealership owners, so they've zeroed out the textbook budget, and the school's funding is contingent on meeting race to the top testing benchmarks, so they've got to spend the rest of the semester working on that instead

Design Spots posted:

vaucede posted:

only read the first page please tell me if the thread is still full of people arguing about mathematics education w/o having any clue about it cause that shits hilarious

forbidden lesbian posted:

okay so i get how theyre doing the math with the 62 being equal to 60+2 but im lost as too why theyre doing it that way

keroppl posted:

I believe it's just a couple of education admins trying to justify their six figure salary while complaining they need more money for their schools.

vaucede posted:

ok thanks in that case lol forever @ that computer game question. modeling my points as a linear function to calculate my missing points, look at that real life application of mathematics math sure is a helpful tool to solve real problems

smokyprogg posted:

as a good math doer, i've broken 62 into 60+2 mentally for addition/subtraction of large numbers since as long as i can remember, as it's way faster for me to do in my head

i also would have hated actually being taught it in school because what the gently caress why would you do that for 15-7

vaucede posted:

its 10-2 hth with your ability to quickly estimate the difference of two numbers

^^^ posted:

A superintendent once spoke up about how kids don't need to memorize facts anymore (got google for that!)

gary oldmans diary posted:

i hope he has yet another appeal to authority on how teaching children why you carry is actually an insanely complicated thing for some reason only in america for some reason only with this most recent group of kids
in other words you are oblivious to the standards crash that occurred since 2000 and are supporting every single time i said you lack perspective on what youre talking about

icantfindaname posted:

???????

That's not how this works, you are the one who has to come up with evidence that they didn't work. I can imagine an education that's a whole lot loving worse, so clearly it's not completely broken. We don't have a crippling shortage of mathematicians, engineers, or accountants.

The only evidence for the claim that it's broken you've presented is "I, personally, disliked it". Like holy poo poo do you not see how saying "It's completely, totally, irredeemably broken, despite the fact that this isn't really self evident, and it's on you to prove otherwise"

It's not going to be perfect. Like I said, some people just won't like math. That's OK

Lightanchor posted:

Just yesterday, calculating how much time I had before I had to do something.

As for 42-29, I instantly see thirteen. I guess I imagine which number I need to add to 29. Which is how I would explain the inverse addition thing.

I do have teaching experience, hence my insistence that intuition can't be taught. Best thing is to present a few ways of doing something, let your students do it while they can come to you with questions, and if they're wrong try to present it another way. All the learning takes place not in the lecture or the problem set, but in the gears turning in the student's heads when they try to figure out how to do something.

Coffee Wolf posted:

I don't want to estimate, I want to get it right dammit.
http://dictionary.reference.com/browse/estimate

Coffee Wolf posted:

I use estimating every day except weekends and major holidays, but it's not for such small petty numbers. I concede the concept is fine, but maybe if they could be a bit more realistic, because I'm not estimating such a small number in real life, I'm bringing exactly what I need to fill the drat machine up without having to walk back out with extras.

forbidden lesbian posted:

okay so i get how theyre doing the math with the 62 being equal to 60+2 but im lost as too why theyre doing it that way

Design Spots posted:

I once failed a math test in college by getting all the answers right and not showing any work.

college is just like high school, except you pay for it

Kaedric posted:

I majored in mathematics and ended up taking a physics course that I only attented the tests for. I didn't know the formulas that we were supposed to memorize, but the test had graphs on it showing what was going on in the problems, so I used calculus to solve them. I failed the test because I didn't write down the formula I used :I

Carol Pizzamom posted:

I'm retarded too but it looks like the proponents say it'll help kids understand numbers by giving them multiple avenues to solve problems they work on, thus giving them a more intuitive sense of what numbers and operations in basic algebra really 'are', and the people against either can't understand it or keep repeating that there's no substitute for doing math when no one said the kids would stop having to do any actual math work.