Curriculum 2.0 Math and 4th and 5th graders

[Anonymous]

Right so stop saying its a teacher problem if this was NEVER commonly taught in US schools not in the 1950's not ever. Since you for some reason had British elementary school teachers well ummkay... But Montgomery County is currently one of the best school districts in the country.

Correction. Let me repeat. It is a teacher problem because many of our elementary school teachers are weak in math fundamentals -- let alone trying to teach these concepts in a deep manner to our children.

So if my assertion isn't yet clear to you, it is abundantly clear to experts in STEM related fields who openly acknowledge this as an achilles heel in elementary school education.

Truth doesn't need sugar coating or political correctness.

[Anonymous]

Anonymous wrote:

Right so stop saying its a teacher problem if this was NEVER commonly taught in US schools not in the 1950's not ever. Since you for some reason had British elementary school teachers well ummkay... But Montgomery County is currently one of the best school districts in the country.

Correction. Let me repeat. It is a teacher problem because many of our elementary school teachers are weak in math fundamentals -- let alone trying to teach these concepts in a deep manner to our children.

So if my assertion isn't yet clear to you, it is abundantly clear to experts in STEM related fields who openly acknowledge this as an achilles heel in elementary school education.

Truth doesn't need sugar coating or political correctness.

BS - this notion that every child needs to learn math "deeper" is crap. Not every child is going to go into a STEM field. Everychild needs basic building blocks, not necessarily to know why something is why it is. 2 + 2 = 4 and 2 X 2 = 4. The cashier at the broken register doesn't need to know why. He/she just needs to know how to calculate it (which surprisingly he couldn't figure out). Most math that most people use is just calculation.

[Anonymous]

BS - this notion that every child needs to learn math "deeper" is crap. Not every child is going to go into a STEM field. Everychild needs basic building blocks, not necessarily to know why something is why it is. 2 + 2 = 4 and 2 X 2 = 4. The cashier at the broken register doesn't need to know why. He/she just needs to know how to calculate it (which surprisingly he couldn't figure out). Most math that most people use is just calculation.

Aren't you stretching the argument just a little? No one suggests every child needs to learn math "deeper"? For parents and /or children twiddliy winks will do fine. This is your choice. For others, a deeper understanding and challenge is preferable. The latter will aspire towards this end.

[Anonymous]

Anonymous wrote:

BS - this notion that every child needs to learn math "deeper" is crap. Not every child is going to go into a STEM field. Everychild needs basic building blocks, not necessarily to know why something is why it is. 2 + 2 = 4 and 2 X 2 = 4. The cashier at the broken register doesn't need to know why. He/she just needs to know how to calculate it (which surprisingly he couldn't figure out). Most math that most people use is just calculation.

Aren't you stretching the argument just a little? No one suggests every child needs to learn math "deeper"? For parents and /or children twiddliy winks will do fine. This is your choice. For others, a deeper understanding and challenge is preferable. The latter will aspire towards this end.

Umm - check the MCPS website for 2.0. They are the ones with the propaganda that the purpose of repeating information is to give students a "deeper" understanding. My point, circling around and around year after year on the same material but not connecting units together doesn't necessarily provide a deeper understanding for all kids. For many, it is a source of frustration and boredom. Some kids are surface thinkers and some kids inherently want to know why. Just different personality types. Sounds like your kid is just a surface thinker.