Featured Fuzzy math and other nonsense in the classroom ...

My students have gone to P.E., so I am responding to this in an empty classroom.

I don't have much time say anything except that this "report" by Fox News (which I typically enjoy) is not credible.

And I keep seeing opinion after opinion, typically from fundamentalist Christians and/or public school haters who "CLAIM" to know all about common core. Yet they opinions betray the fact that they know nothing and are parroting someone else. And that is ignorance.

I would LOVE to actually see one of these "reporters" actually LOOK at the common core curriculum and THEN give an opinion .... an opinion based on research and not the gossipy criticisms of those who despise public schools.

Be rest assured it's hard. And no, just because you teach it or support doesn't mean that you have ANY connection to Obama. There is no conspiracy.

And classics in literature? It's full of them. It just includes more recent empowering texts, also. Literature students may read the Preamble and also the lyrics to a popular song. Maybe an excerpt from Moby Dick and maybe an excerpt from The Hunger Games.

And only teaching basic geometry? Maybe in 3rd grade, but not in upper grades. The math is tougher in respects to it's requiring students to dig deeper into the why and how's of mathematics and removing itself from rote formulaic exercises. You still have to give evidence that you CAN manipulate numbers rotely, but that's no longer emphasis and actually hasn't been in public school long before common core - but now even more so.

For example, my 7th grade class is working on rates, proportions, and unit rates. They have to manipulate these ideas with complex fractions, percents, charts, verbal clues, coordinate plans, algebraic equations, scale drawing, and more - all in real-world applications.

Nothing fuzzy about it.

In fact, here is a link to some common core material. View it for yourself.

Look at the sample planning. When it says sample, it just means the order of the units is a suggestion. All of the content is rigid and fixed.

http://www.louisianabelieves.com/resources/library/year-long-scope-sequence

Feel free to ask questions, give an opinion, or rip what I do to shreds AFTER you've looked at the actual data.

 

Yes, in 2nd and 3rd grades. They are supposed to have them all memorized (sometimes up to the 15's) by middle of 4th grade, but without parent help from home, it's very hard for some students.

 

Hey Rev.

About this quote you found...

This is not an accurate portrayal of math today in common core or even yesterday in a former curriculum. The author of this quote is either misinformed or has an agenda of some kind.

Here's an explanation:

[1] The fundamental truths of math can never change. 3 x 4 will always be 12. The quadratic equation never change nor will the formula for finding the area of a circle. Absolute truths cannot change.

[2] There IS a leaning toward more of a investigative approach to math, but ONLY in regards of investigating to discover the truth or what makes the truth true - SO THAT the truth will be more meaningful to the student, ergo causing deeper understanding that can be connected to other truths. (Did that confuse you, LOL!)

For example. Yes, 2 x 8 = 16. So does 8 x 2. And 4 x 4, which can be called 4 squared.

What a teacher might do in introducing multiplication facts and in introducing square numbers is to teach an array.

She might have the kids draw a two rows of circles with 8 circles in a row and then she might draw on the board 8 rows of circles with two in each row. Once she explains what multiplying is and they discuss why their array and HER array actually mean the same thing - even though they look different - she then can lead them into understanding how 2 x 6 and 6 x 2 need to be learned as the same thing. You'd be surprised at small children who can't figure what 8 x 7 is, but if you ask them what 7 x 8 is - they know it every time.

Then she might show a picture of an array of 4 rows of circles with 4 circles in each row. She'll ask, "Is this array the same as mine and yours?" Naturally, they all say "No!" because it "looks" different.

Then she'll say, "Well, let's count them and see if we get 16."

When they see it's the same, THEN comes the investigation .... she'll ask, "Well.... how can all of these arrays be equal if they make different shapes and don't look the same to our eyes?"

And BOOM! There is it. All of sudden the little wheels begin to turn and little hands start to go up and all kinds of intelligent discussion of how there is more than one way to multiply numbers and get 16. And you have have an AMAZING discussion on what "equivalent" means.

Then when those same children get into 4th grade, they can add 32 x 1/2 and the square root of 256 to that idea of what "16" is.

I know that sounds so simple, but without investigation that leads to understanding the absolutes, some children only mimic behavior and can't "learn". They can't take a test alone. They can't do homework alone. They can't function without a calculator. They are constantly counting on their fingers.

Be rest assured. 3 x 4 is still 12. :thumbs: