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[quote=Anonymous][quote=Anonymous]I've only encountered two parents who liked the new math curriculum. They happen to be very ditzy. Ironically, they don't like it much now as their kids are having a hard time with math. Perhaps its a coincidence but dislike for math is near universal at our school for the rest of the community. I'm friends with several excellent teachers. They don't like it either but for different reasons than the parents.

Parents that don't like 2.0 focus on how easy it is in the early grades. They teach at home or send kids to math classes. This obscures the real problems in 2.0.

The biggest problem that I see is the lack organization and development of calculation and fluency. Young kids need to build a strong foundation. The problems show up in upper elementary after years of not learning basic math facts. Since the kids don't know their basic tables, their performance is really erratic. In 2.0 they spend all their time learning 4 ways to solve a basic problem. This isn't helpful. You really can't do more complex math if you have to decompose to know 4 X 7 =28. The kids end up needing way too many steps and introduce calculation errors for all the decomposing of basic facts to get to the next step. This confuses them and they miss the whole concept of the more complex problem. The teachers are seeing these problems with kids who don't have outside math classes. [/quote]

I hear this again and again, but my DC memorized the multiplication table in 3rd grade *in class* (with practices at home), now in compacted math, and never had math classes outside of school.

I'm a math person, so is my DH, both in a STEM field.  I think parts of 2.0 math is good, others not so much.  I don't like how they spend so much time on a particular type of math problem, but I know that not all kids learn at the same rate.  I do like how they are learning how to add using base 10 and the emphasis on place value.   It is frustrating to me when I see my 4th grader taking too long doing multi-digit multiplication.  I do like, however, how they are learning *why* they carry the number over when doing this type of multiplication vs. how we learned it (by rote with no explanation as to why it was done this way).  I just wish they wouldn't so much time on it.[/quote]

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