2.0 1st grade curriculum: Carbon Dioxide? Yes! Telling time? No!

[Anonymous]

When they are learning remainders in long division..it is really helpful to know that 8+4 = 12 can also be 8+2 = 10 + 2 more...and be able to do it instantly in your head.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Yes, but the point is that 8 + 4 = 12 no matter how you do it. Teach them the basic concept and ONE way to do it, then move on. They don't teach them handwriting because they will be using computers in real life. Why teach them myriad ways to do a math problem in their heads when they will be using calculators IRL?

\

Because the point of math education is to understand math. Or at least, that's what I think the point is. If the point of math education is simply to calculate, as you say, then there's no point in math education at all, because calculators can do that.

The basic concept is 8 + 4 = 12. They are teaching them multiple ways of doing it in their heads. I'm sure there are many other ways of doing 8 + 4 = 12 also being taught around the world, but so what? Once they grasp the concept, they should learn ONE method, then move on IMO.

Yes, you keep saying that. But it's bad pedagogy. Have you read the NYT Magazine article called "Why Americans Stink At Math" (or something like that, I don't remember the exact title)? If not, consider doing so. You might find it interesting.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Yes, but the point is that 8 + 4 = 12 no matter how you do it. Teach them the basic concept and ONE way to do it, then move on. They don't teach them handwriting because they will be using computers in real life. Why teach them myriad ways to do a math problem in their heads when they will be using calculators IRL?

\

Because the point of math education is to understand math. Or at least, that's what I think the point is. If the point of math education is simply to calculate, as you say, then there's no point in math education at all, because calculators can do that.

The basic concept is 8 + 4 = 12. They are teaching them multiple ways of doing it in their heads. I'm sure there are many other ways of doing 8 + 4 = 12 also being taught around the world, but so what? Once they grasp the concept, they should learn ONE method, then move on IMO.

Yes, you keep saying that. But it's bad pedagogy. Have you read the NYT Magazine article called "Why Americans Stink At Math" (or something like that, I don't remember the exact title)? If not, consider doing so. You might find it interesting.

No, I haven't read it but if Americans stink at math, maybe we should follow some other country's curriculum. I think the basic problem is that people get bored, and they think 'newer must be better.' Math does not care how you do it. The answers are what they are however you get there. We should just find a way to do it and stick with it. BTW, I remember the way i was taught math was called "the new math."

[Anonymous]

Try reading it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Yes, but the point is that 8 + 4 = 12 no matter how you do it. Teach them the basic concept and ONE way to do it, then move on. They don't teach them handwriting because they will be using computers in real life. Why teach them myriad ways to do a math problem in their heads when they will be using calculators IRL?

\

Because the point of math education is to understand math. Or at least, that's what I think the point is. If the point of math education is simply to calculate, as you say, then there's no point in math education at all, because calculators can do that.

The basic concept is 8 + 4 = 12. They are teaching them multiple ways of doing it in their heads. I'm sure there are many other ways of doing 8 + 4 = 12 also being taught around the world, but so what? Once they grasp the concept, they should learn ONE method, then move on IMO.

Yes, you keep saying that. But it's bad pedagogy. Have you read the NYT Magazine article called "Why Americans Stink At Math" (or something like that, I don't remember the exact title)? If not, consider doing so. You might find it interesting.

That is why so many kids cannot do Algebra or advanced math. If they cannot even manipulate numbers, how can they manipulate symbols. 2.0 math is slow and could use more differentiation, but the basic strategy is sound. Very similar to Singapore Math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If there is no math tracking,,then what are the groups that are meeting each day? random?

Not the OP, but I have a kid in 2nd grade in MCPS.

Our school has NO math tracking. Not sure if this is school specific, or just MCPS policy because DD is our first kid going through.
No math groups that meet daily. My DD is a pretty good reporter, so I'm pretty confident that she's not just making it up. All kids get the same worksheets.

What ESs in MoCo have math tracking for 1st and 2nd graders? We have two younger kids, and are currently renting, so are open to moving into a different cluster!

We are in a Whitman cluster and we have math, spelling and reading groups all at different levels. I know it started in 2nd grade but I can't remember what they did in 1st.

WHEN was this? They used to do this -- no more.

I have a 3rd grader so now. I am always amazed what I read on these boards because our experience is completely different. I hope the county treats all the ESs the same, but it certainly doesn't seem like it.

[Anonymous]

1. For math, a book is infinitely better than a jumble of worksheets because a book uses consistent definitions/terminology and promotes a clear building of each new concept from the previous ones. That is the crux of mathematical thinking. It is confusing as hell to jump back and forth among topics and inconsistent definitions/terminology/conventions.

2. Often DD shows me blatant errors in the math worksheets she was given, and every single time it says "Curriculum 2.0" at the top.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Yes, but the point is that 8 + 4 = 12 no matter how you do it. Teach them the basic concept and ONE way to do it, then move on. They don't teach them handwriting because they will be using computers in real life. Why teach them myriad ways to do a math problem in their heads when they will be using calculators IRL?

\

Because the point of math education is to understand math. Or at least, that's what I think the point is. If the point of math education is simply to calculate, as you say, then there's no point in math education at all, because calculators can do that.

The basic concept is 8 + 4 = 12. They are teaching them multiple ways of doing it in their heads. I'm sure there are many other ways of doing 8 + 4 = 12 also being taught around the world, but so what? Once they grasp the concept, they should learn ONE method, then move on IMO.

Yes, you keep saying that. But it's bad pedagogy. Have you read the NYT Magazine article called "Why Americans Stink At Math" (or something like that, I don't remember the exact title)? If not, consider doing so. You might find it interesting.

No, I haven't read it but if Americans stink at math, maybe we should follow some other country's curriculum. I think the basic problem is that people get bored, and they think 'newer must be better.' Math does not care how you do it. The answers are what they are however you get there. We should just find a way to do it and stick with it. BTW, I remember the way i was taught math was called "the new math."

And the "new math" you were taught didn't work out so well for a lot of adults.

Much or some of the 2.0 math is based off of Singapore math, a different country. Clearly, the old way of teaching math wasn't working, so they changed it. Remains to be seen whether this new way is better for most kids. I know for my kids it's been fine. They seem pretty fluent in math. I will say, though, that it still requires practicing at home, whether new or old. So, no matter the method, kids need to practice at home, and I don't mean with tutors.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, sounds like you should go private.

I agree with this. For better or for worse, privates teach exactly what the parents want, which is usually exactly what they learned as kids. They are also usually willing to accelerate as much as parents want, for better or for worse, because the customer is always right.

This is a completely incorrect characterization of private schools.

LOL, seriously. If you pay $36K and this is what you are expecting, you are in for a very big disappointment.

[Anonymous]

Anonymous wrote:Teachers and administrators out there: I'm sorry you have to deal with complaints like this. I am a parent, not a teacher. Teaching is not my profession so I feel comfortable leaving curriculum development to the national and local curriculum experts. I acknowledge that my idea of what is "normal" and "appropriate" at each age might not align with the school system's curriculum. If I need my child to know something they haven't covered yet, like analog clocks, I teach them myself. I do not say things like "MCPS sucks," maligning a huge and incredibly complicated system with one juvenile word. I do not demand my child be put in math and reading classes two levels higher than their own. If they do truly know it all already, they may come home and read or do math or build cool stuff in their free time. I know you are not put in your job to validate my child's brilliance or my parenting. I know you have a difficult job, and you have reasons for everything you do.

You're lovely.

As a teacher, I do the same. If I notice there are gaps (b/c it IS difficult to teach everything to everyone), I fill the gaps in. Some parents complain all of the time, and we see how it affects their own children, as they are often anxious and depressed - or they begin to resent and fear their parents.

My daughter entered the public system in grade 4. She had never had her reading or math levels tested. (ridiculous coming from a two-teacher HH) And her teacher nearly chastised us b/c she had been reading books way below her level. She entered when 2.0 was still being implemented. Her reading and math scores. according to MapR and MapM, are at the 11th grade level. She's in 6th grade.

My son, who started public in K, loves school. He's reading a grade level ahead and he loves his math enrichment.

I see no need to push kids. There are too many kids suffering from anxiety b/c parents obsess over grades and acceleration.

We don't push. Yes, we will teach them at home when necessary - and help them with homework b/c parents SHOULD be involved. But we don't push.

[Anonymous]

Anonymous wrote:
1. For math, a book is infinitely better than a jumble of worksheets because a book uses consistent definitions/terminology and promotes a clear building of each new concept from the previous ones. That is the crux of mathematical thinking. It is confusing as hell to jump back and forth among topics and inconsistent definitions/terminology/conventions.

2. Often DD shows me blatant errors in the math worksheets she was given, and every single time it says "Curriculum 2.0" at the top.

Evidently you've never encountered any of the very many bad math textbooks that are out there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
1. For math, a book is infinitely better than a jumble of worksheets because a book uses consistent definitions/terminology and promotes a clear building of each new concept from the previous ones. That is the crux of mathematical thinking. It is confusing as hell to jump back and forth among topics and inconsistent definitions/terminology/conventions.

2. Often DD shows me blatant errors in the math worksheets she was given, and every single time it says "Curriculum 2.0" at the top.

Evidently you've never encountered any of the very many bad math textbooks that are out there.

This. Most books out there don't have good sequencing. What I don't understand is why cannot we just use Singapore Math? Why do we have to develop something similar but inferior.

[Anonymous]

My kids started in a MPCS pilot program of 4 schools that used Singapore Math (College Gardens - years ago). Unfortunately their test scores were not as good as similar schools using the standard MCPS curriculum and the training and supplies were different and costly to maintain. It was dropped.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
1. For math, a book is infinitely better than a jumble of worksheets because a book uses consistent definitions/terminology and promotes a clear building of each new concept from the previous ones. That is the crux of mathematical thinking. It is confusing as hell to jump back and forth among topics and inconsistent definitions/terminology/conventions.

2. Often DD shows me blatant errors in the math worksheets she was given, and every single time it says "Curriculum 2.0" at the top.

Evidently you've never encountered any of the very many bad math textbooks that are out there.

I'm an engineer, I've had more math than most math teachers, I've done 3D calculus long hand before computers. I've never had a bad math textbook in my life. It's pretty damn simple, there is an explanation, some sample problems and exercises. Answers to the evens or odds, usually in the back of the book. Front and back of the books, have charts and tables of properties, which you learn to reference to be able to apply to solve problems.

Teacher explains the lesson, if the explanation does not stick you ask him/her the next day, come in before or after school to get help. Does that sound familiar? Haven't seen an MCPS teacher yet that offers help outside of class time, but that may change as my children get older. I can't tell you how many times I have heard "my child doesn't remember how the teacher told them to do x, but when I tell my kid they tell me I'm not doing it the way the teacher did." All because there is no reference.

What I have seen is chaotic classrooms with unsure kids working in groups by themselves. I've seen them draw sticks and dots for years to the point they are so bored they can do it blindfolded. Maybe this remedial work helps those who can't grasp math or do not have the home life that supports learning, but the rest of the children also matter. It's gotten so the pendulum has slid all the way to remedial without consideration of the needs of the average or above average learner.

Meanwhile we are facing an increase in property tax, to support a 2 Billion (that is Billion with a B) plus school budget for a school system that can't buy a book or implement a curriculum. How much of that property tax increase will benefit my kids? None, it's going to salary increases and to prepare for the onslaught of non english speaking kids that will overwhelm our school system.

Okay so drawing 3 rows of 5 dots can be beneficial for understanding the concept of 3 x 5 = 15. But year after year, my kids do busy work without learning the core facts.

I refuse to buy books any more, and will only go to the library. My kids are so bored with school, they just read the whole day. The only feedback I get from teachers is that my kids are reading too much and not paying attention, while the cruise through with A's and the younger ones with P's. This system is killing their love of learning.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
1. For math, a book is infinitely better than a jumble of worksheets because a book uses consistent definitions/terminology and promotes a clear building of each new concept from the previous ones. That is the crux of mathematical thinking. It is confusing as hell to jump back and forth among topics and inconsistent definitions/terminology/conventions.

2. Often DD shows me blatant errors in the math worksheets she was given, and every single time it says "Curriculum 2.0" at the top.

Evidently you've never encountered any of the very many bad math textbooks that are out there.

I'm an engineer, I've had more math than most math teachers, I've done 3D calculus long hand before computers. I've never had a bad math textbook in my life. It's pretty damn simple, there is an explanation, some sample problems and exercises. Answers to the evens or odds, usually in the back of the book. Front and back of the books, have charts and tables of properties, which you learn to reference to be able to apply to solve problems.

Teacher explains the lesson, if the explanation does not stick you ask him/her the next day, come in before or after school to get help. Does that sound familiar? Haven't seen an MCPS teacher yet that offers help outside of class time, but that may change as my children get older. I can't tell you how many times I have heard "my child doesn't remember how the teacher told them to do x, but when I tell my kid they tell me I'm not doing it the way the teacher did." All because there is no reference.

What I have seen is chaotic classrooms with unsure kids working in groups by themselves. I've seen them draw sticks and dots for years to the point they are so bored they can do it blindfolded. Maybe this remedial work helps those who can't grasp math or do not have the home life that supports learning, but the rest of the children also matter. It's gotten so the pendulum has slid all the way to remedial without consideration of the needs of the average or above average learner.

Meanwhile we are facing an increase in property tax, to support a 2 Billion (that is Billion with a B) plus school budget for a school system that can't buy a book or implement a curriculum. How much of that property tax increase will benefit my kids? None, it's going to salary increases and to prepare for the onslaught of non english speaking kids that will overwhelm our school system.

Okay so drawing 3 rows of 5 dots can be beneficial for understanding the concept of 3 x 5 = 15. But year after year, my kids do busy work without learning the core facts.

I refuse to buy books any more, and will only go to the library. My kids are so bored with school, they just read the whole day. The only feedback I get from teachers is that my kids are reading too much and not paying attention, while the cruise through with A's and the younger ones with P's. This system is killing their love of learning.

Yes, they are shuttled through 'stations' but where is the teaching? Some kids get things right away, but others need to be taught it -- or read it -- several times before they get it. Which is where the text book comes in. The kid who doesn't get it during class can study the book at home. The can go over it until they get it. Kids CANNOT study with this system. There is nothing to study, and no way for parents to help them.