Common Core Math?

[Anonymous]

Anonymous wrote:

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

Our kids is already learning procedures that contradict the schools methods outside of school via workbooks input native tongues.

Math elsewhere is much more advanced, in East Asia and portions of Europe they start algebraic expressions in 4th grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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

Our kids is already learning procedures that contradict the schools methods outside of school via workbooks input native tongues.

Math elsewhere is much more advanced, in East Asia and portions of Europe they start algebraic expressions in 4th grade.

And they all end up in the same place, in college and post-grad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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

Our kids is already learning procedures that contradict the schools methods outside of school via workbooks input native tongues.

Math elsewhere is much more advanced, in East Asia and portions of Europe they start algebraic expressions in 4th grade.

And they all end up in the same place, in college and post-grad.

Not exactly, college in some portions of Europe is three years and phds are shorter. Professional degrees are done as undergrad, like was done in the USA a century ago. This is due in part to tracking kids early and a more rigorous curriculum for the college bound.

Also if you have completed more advanced math higher level STEM work is more accessible at an earlier point, you can skip or test out of introductory course work. For example if you are studying engineering you can't do physics without calculus. CS and EE alogrithims require extensive mathamatical knowledge.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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

Our kids is already learning procedures that contradict the schools methods outside of school via workbooks input native tongues.

Math elsewhere is much more advanced, in East Asia and portions of Europe they start algebraic expressions in 4th grade.

Common Core Standards include much more algebraic thinking much earlier, but okay. A great book if you want to learn about how we teach algebra is The Algebra Project by Robert Moses.

[Anonymous]

Learning different algorithms is fine. There's nothing wrong with learning multiple ways to solve a problem (a lot of kids love lattice multiplication, for example, but imo it's pedagogically useless).

What you want is kids who notice when they are off by a power of ten or two because they have reasonable number sense. So if they multiply 16 and 21 with whatever algorithm and get 48, they know it's an error.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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

Our kids is already learning procedures that contradict the schools methods outside of school via workbooks input native tongues.

Math elsewhere is much more advanced, in East Asia and portions of Europe they start algebraic expressions in 4th grade.

Algebraic expressions start in 3rd in the Common Core.

[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.

THIS. Exactly this.

[Anonymous]

Many people on this board are conflating standards and curriculum. The standards are what a student must know by the completion of instruction, curriculum is what teachers use to get them there. It sounds like many of you who are unhappy are actually unhappy about curriculum, not the standards. Common Core (and similar standards) have increased student understanding in the majority of states because they have forced a higher level of thinking. The implementation of the curriculum has gone better in some places than in others, and many of you talking about what happens in a classroom are talking about curricular decisions that were made by the district or the teacher.

[Anonymous]

Anonymous wrote:Many people on this board are conflating standards and curriculum. The standards are what a student must know by the completion of instruction, curriculum is what teachers use to get them there. It sounds like many of you who are unhappy are actually unhappy about curriculum, not the standards. Common Core (and similar standards) have increased student understanding in the majority of states because they have forced a higher level of thinking. The implementation of the curriculum has gone better in some places than in others, and many of you talking about what happens in a classroom are talking about curricular decisions that were made by the district or the teacher.

THIS. Half the people here (and pretty much anywhere Common Core is discussed) are complaining about the wrong thing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Many people on this board are conflating standards and curriculum. The standards are what a student must know by the completion of instruction, curriculum is what teachers use to get them there. It sounds like many of you who are unhappy are actually unhappy about curriculum, not the standards. Common Core (and similar standards) have increased student understanding in the majority of states because they have forced a higher level of thinking. The implementation of the curriculum has gone better in some places than in others, and many of you talking about what happens in a classroom are talking about curricular decisions that were made by the district or the teacher.

THIS. Half the people here (and pretty much anywhere Common Core is discussed) are complaining about the wrong thing.

NP

+1

I live in a state that doesn’t have Common Core (If you look on the state dept of Ed website they totally copy-payed the CC standards, but don’t call it that). I’m a teacher & I had a very educational conversation with a mom at one of my DS’s extracurriculars who was talking about “that Common Core math.”

Those words don’t mean what you think they mean.