Common Core Math?

[Anonymous]

Anonymous wrote:The Commonwealth of VA has their own standards.

Which are just like everybody else's standards, except we call them something different and act superior about it. It's fun.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

The new math is still far superior to the way we were taught.

Being able to solve a differential equation is presupposed on being able to quickly recall memorized information.

And kids are doing that quite well these days, and they understand what they are doing far better than kids used to when they were just spitting out formula answers from short term memory.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

The new math is still far superior to the way we were taught.

At least I can do basic math unlike my 5th grader who finished ES without being able to divide accurately. Time at Mathnasium helped fix that and other basic math issues. Maybe I should send the bill to the board of education since they taught him lots of "strategies" but not one way he could use and get the answer. They spent 3 days on long division and that's it. He was behind when he started middle school at a private school.

DP.. do you think every teacher in the district only spent 3 days teaching long division? Honest question. I tend to think sometimes this is a teacher problem, rather than a curriculum problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

The new math is still far superior to the way we were taught.

Being able to solve a differential equation is presupposed on being able to quickly recall memorized information.

And kids are doing that quite well these days, and they understand what they are doing far better than kids used to when they were just spitting out formula answers from short term memory.

Not from what I've seen, my kid has no math worksheets coming home. The math the dining school is overly simple compared to what we do back home( way below equivalent grade level). I can't even tell what they will be working on in the next few weeks since there is no work book or textbooks.

We have to do it on our own at home so that we can make sure DS can integrate back in to school at home

[Anonymous]

It’s fine to show a kid different ways to approach a problem and solve it. But then they need to pick a method that works for them, and yes— memorize it.
Doing calculus would take forever if we needed to work out each part of the problem using some convoluted method.
My kid started getting frustrated in 2nd grade when he could quickly solve the math problems but was told no, no— you have to write each one out this long way instead of being allowed to use the algorithm method. Stuff like that turns math lovers into math haters.
It’s like with reading— yes, absolutely teach phonics, but don’t make kids sound out every word every time once they can recognize it from memory. Just let them read. Memorization is not inherently bad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

This has been my sentiment for a long time now. Glad to see I’m not alone. I have a STEM degree, and I’m a bit horrified. I love that more students have better number sense, and it isn’t just drilling number facts. However, mastery is lacking in many kids — even in aap. I don’t know what the answer is. Worksheets have a place, but I’m not in favor of “papering” kids for the sake of doing it unless they really need it.

[Anonymous]

*whispers*

common core standards are not curriculum

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

This has been my sentiment for a long time now. Glad to see I’m not alone. I have a STEM degree, and I’m a bit horrified. I love that more students have better number sense, and it isn’t just drilling number facts. However, mastery is lacking in many kids — even in aap. I don’t know what the answer is. Worksheets have a place, but I’m not in favor of “papering” kids for the sake of doing it unless they really need it.

Many of my friends who work in STEM feel the same way, but I don't think the pedagogical model they are using are intended for those who are good at math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

The new math is still far superior to the way we were taught.

At least I can do basic math unlike my 5th grader who finished ES without being able to divide accurately. Time at Mathnasium helped fix that and other basic math issues. Maybe I should send the bill to the board of education since they taught him lots of "strategies" but not one way he could use and get the answer. They spent 3 days on long division and that's it. He was behind when he started middle school at a private school.

DP.. do you think every teacher in the district only spent 3 days teaching long division? Honest question. I tend to think sometimes this is a teacher problem, rather than a curriculum problem.

Yes because I questioned the teacher about the lack of practice for something fairly complex. I student taught around 2000 and we spent weeks teaching long division. Now they teach too many strategies but don't spend enough time on any of them for mastery.

[Anonymous]

Common core math is garbage math. Look at the test scores. Abysmal failure.

[Anonymous]

Anonymous wrote:It’s fine to show a kid different ways to approach a problem and solve it. But then they need to pick a method that works for them, and yes— memorize it.
Doing calculus would take forever if we needed to work out each part of the problem using some convoluted method.
My kid started getting frustrated in 2nd grade when he could quickly solve the math problems but was told no, no— you have to write each one out this long way instead of being allowed to use the algorithm method. Stuff like that turns math lovers into math haters.
It’s like with reading— yes, absolutely teach phonics, but don’t make kids sound out every word every time once they can recognize it from memory. Just let them read. Memorization is not inherently bad.

My DS loved math until 2nd or 3rd grade when he had to write a paragraph explaining how he solved it. That writing was part of his math grade. He was a terrible writer and hated writing. His math grade suddenly went down because of this writing component and more importantly, he has hated math ever since. The teachers told me he could explain it verbally so he clearly knew how to solve it but he just didn't explain it well in writing. I thought he should have a separate math and writing grade but they were lumped together.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It’s fine to show a kid different ways to approach a problem and solve it. But then they need to pick a method that works for them, and yes— memorize it.
Doing calculus would take forever if we needed to work out each part of the problem using some convoluted method.
My kid started getting frustrated in 2nd grade when he could quickly solve the math problems but was told no, no— you have to write each one out this long way instead of being allowed to use the algorithm method. Stuff like that turns math lovers into math haters.
It’s like with reading— yes, absolutely teach phonics, but don’t make kids sound out every word every time once they can recognize it from memory. Just let them read. Memorization is not inherently bad.

My DS loved math until 2nd or 3rd grade when he had to write a paragraph explaining how he solved it. That writing was part of his math grade. He was a terrible writer and hated writing. His math grade suddenly went down because of this writing component and more importantly, he has hated math ever since. The teachers told me he could explain it verbally so he clearly knew how to solve it but he just didn't explain it well in writing. I thought he should have a separate math and writing grade but they were lumped together.

Was this FCPS? Because that wasn't my DS's experience. He was asked to explain and he would write a couple words, a phrase, sometimes a sentence. Which was fine. It got him thinking a bit but wasn't onerous.

[Anonymous]

Anonymous wrote:The Commonwealth of VA has their own standards.

Has ITS own standards.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:SOLs are very similar to common core math in the sense that it focuses on teaching number sense. It's a far superior method to how we were all taught in school (where we basically memorized the algorithms but didn't actually learn math).

I disagree. The schools do focus on number sense which is good but they spend precious little time on mastery. So my son learned a myriad of ways to divide but spent very little time on any one way. If math builds on itself, you have a shaky foundation. He and many other students have to go to tutoring to get what it lacking- mastery of an algorithm that works.

The new math is still far superior to the way we were taught.

Being able to solve a differential equation is presupposed on being able to quickly recall memorized information.

And kids are doing that quite well these days, and they understand what they are doing far better than kids used to when they were just spitting out formula answers from short term memory.

I don’t know where “back home” is but you really shouldn’t be contradicting the methods taught in school. FWIW, these methods are finally consistent with superior techniques taught in countries with better student outcomes in maths.


Not from what I've seen, my kid has no math worksheets coming home. The math the dining school is overly simple compared to what we do back home( way below equivalent grade level). I can't even tell what they will be working on in the next few weeks since there is no work book or textbooks.

We have to do it on our own at home so that we can make sure DS can integrate back in to school at home

[Anonymous]

Anonymous wrote:Common core math is garbage math. Look at the test scores. Abysmal failure.

I am curious if you understand how that statement is a contradiction in terms. Since you likely do not, your opinion is null and void and you are forbidden from posting again.