Saturday, October 13, 2007
why long division and the standard algorithms matter
if you dont learn the algorithms (as in master them) and if you dont
learn long division then you can never even consider the field of
engineering (because you will not be prepared at all for algebra -
mathematicians state this unequivocally)
... think how orwellian that is -- predetermining through education (or
in this case lack of) what a child COULD become ...
courtesy of www.weaponsofmathdestruction.com and oak norton
[Fuzzy Engineering]
learn long division then you can never even consider the field of
engineering (because you will not be prepared at all for algebra -
mathematicians state this unequivocally)
... think how orwellian that is -- predetermining through education (or
in this case lack of) what a child COULD become ...
courtesy of www.weaponsofmathdestruction.com and oak norton
[Fuzzy Engineering]
Wednesday, October 10, 2007
What I Learned in Elementary School
How” vs. “What”
For the last 50 years, education policymakers have been researching how to teach mathematics. Our experience with this approach makes it clear that the what should come before the how. Sound teaching is based, first of all, on the understanding of the fine points of elementary mathematics and on the systematic unfolding of its concepts. “Fine points” do not mean sophistication. Quite the contrary; they mean that even ideas that may look obvious should be experienced and verbalized.
The current trend in education is to make children happy in their studies, so as to prevent “math anxiety.” My experience is that children are happiest when they truly understand the principles of mathematics, not when we make believe that they do.
read on..
For the last 50 years, education policymakers have been researching how to teach mathematics. Our experience with this approach makes it clear that the what should come before the how. Sound teaching is based, first of all, on the understanding of the fine points of elementary mathematics and on the systematic unfolding of its concepts. “Fine points” do not mean sophistication. Quite the contrary; they mean that even ideas that may look obvious should be experienced and verbalized.
The current trend in education is to make children happy in their studies, so as to prevent “math anxiety.” My experience is that children are happiest when they truly understand the principles of mathematics, not when we make believe that they do.
read on..
NEW YORK'S TESTS FLUNK
The release this week of national test scores in reading and math was an embarrassment for the state Department of Education. Scores nationally and in many individual states showed modest gains from 2005 to 2007, but New York did not - even though the Education Department had trumpeted "gains" on its tests just weeks earlier.
click link above to read on.......
click link above to read on.......
Tuesday, October 9, 2007
There is a mathematically correct solution
This web site is devoted to the concerns raised by parents and scientists about the invasion of our schools by the New-New Math and the need to restore basic skills to math education.
Mathematically Correct is the informal, nationwide organization that fights the Establishment on behalf of sanity and quality in math education. -- David Gelernter, NY Post
Mathematics achievement in America is far below what we would like it to be. Recent "reform" efforts only aggravate the problem. As a result, our children have less and less exposure to rigorous, content-rich mathematics.
The advocates of the new, fuzzy math have practiced their rhetoric well. They speak of higher-order thinking, conceptual understanding and solving problems, but they neglect the systematic mastery of the fundamental building blocks necessary for success in any of these areas. Their focus is on things like calculators, blocks, guesswork, and group activities and they shun things like algorithms and repeated practice. The new programs are shy on fundamentals and they also lack the mathematical depth and rigor that promotes greater achievement.
Concerned parents are in a state of dismay and have begun efforts to restore content, rigor, and genuinely high expectations to mathematics education. This site provides relevant background and information for parents, teachers, board members and the public from around the country.
continue reading here:
Mathematicallycorrect.com
Mathematically Correct is the informal, nationwide organization that fights the Establishment on behalf of sanity and quality in math education. -- David Gelernter, NY Post
Mathematics achievement in America is far below what we would like it to be. Recent "reform" efforts only aggravate the problem. As a result, our children have less and less exposure to rigorous, content-rich mathematics.
The advocates of the new, fuzzy math have practiced their rhetoric well. They speak of higher-order thinking, conceptual understanding and solving problems, but they neglect the systematic mastery of the fundamental building blocks necessary for success in any of these areas. Their focus is on things like calculators, blocks, guesswork, and group activities and they shun things like algorithms and repeated practice. The new programs are shy on fundamentals and they also lack the mathematical depth and rigor that promotes greater achievement.
Concerned parents are in a state of dismay and have begun efforts to restore content, rigor, and genuinely high expectations to mathematics education. This site provides relevant background and information for parents, teachers, board members and the public from around the country.
continue reading here:
Mathematicallycorrect.com
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