Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you read the article OP linked to, it's basically asking for the pathways part of VMPI to be implemented - basically, additional math options besides calc in HS.

Nobody was objecting to that facet of VMPI. The part everyone hated was the getting rid of acceleration/all skill levels must be together until 10th grade.

That was definitively off the table in April 2021.

Didn’t stop GOP trolls from pushing lies about it though.

Notice OP is still talking about “advanced math” almost a year later…

And notice, though I asked her to go away, the VMPI troll is still here posting. Let it go already! We do not want VMPI.

VMPI is gone.

That doesn’t deter me from calling out your lies.

Anonymous wrote:

Anonymous wrote:If you read the article OP linked to, it's basically asking for the pathways part of VMPI to be implemented - basically, additional math options besides calc in HS.

Nobody was objecting to that facet of VMPI. The part everyone hated was the getting rid of acceleration/all skill levels must be together until 10th grade.

That was definitively off the table in April 2021.

Didn’t stop GOP trolls from pushing lies about it though.

Notice OP is still talking about “advanced math” almost a year later…

And notice, though I asked her to go away, the VMPI troll is still here posting. Let it go already! We do not want VMPI.

Anonymous wrote:If you read the article OP linked to, it's basically asking for the pathways part of VMPI to be implemented - basically, additional math options besides calc in HS.

Nobody was objecting to that facet of VMPI. The part everyone hated was the getting rid of acceleration/all skill levels must be together until 10th grade.

That was definitively off the table in April 2021.

Didn’t stop GOP trolls from pushing lies about it though.

Notice OP is still talking about “advanced math” almost a year later…

If you read the article OP linked to, it's basically asking for the pathways part of VMPI to be implemented - basically, additional math options besides calc in HS.

Nobody was objecting to that facet of VMPI. The part everyone hated was the getting rid of acceleration/all skill levels must be together until 10th grade.

Anonymous wrote:Is this yet another thing empty promise Youngkin.

Sadly, it joins a long list over places where he over promised and underdelivered. As a Republican, I had high hopes that Governor Youngkin would use an EO to get rid of lessons on on calculus and Arabic numbers, and return our schools centering all they do on God, Guns and Country.

I’d be shocked if 10% of his promises came to fruition.

Is this yet another thing empty promise Youngkin.

Sadly, it joins a long list over places where he over promised and underdelivered. As a Republican, I had high hopes that Governor Youngkin would use an EO to get rid of lessons on on calculus and Arabic numbers, and return our schools centering all they do on God, Guns and Country.

Anonymous wrote:Omg. They are legally required by the GA to update the curriculum.

They aren’t banning advanced math. There isn’t a big conspiracy. Stop trolling.

The VMPI troll has reared her ugly head.

Please go away. And take VMPI with you; NO ONE wants your BS in our schools!

Anonymous wrote:This year, I spent one day on imaginary numbers notes in general level Alg 2. They came up again on the test review day for that unit since they were on that test but they were not a big part of the class. I’m not sure what you are thinking we are doing here, at least at the general level.

I teach algebra 2 also. It comes up over and over again throughout the curriculum. Solving quadratics. Simplifying radicals. We are currently doing inverse functions of quadratics, so once again we have to talk about imaginary numbers. It's a waste. It mucks up the idea of what an inverse is because the kids are worried about restricting domains.

This year, I spent one day on imaginary numbers notes in general level Alg 2. They came up again on the test review day for that unit since they were on that test but they were not a big part of the class. I’m not sure what you are thinking we are doing here, at least at the general level.

Also, if anyone is filling out the form, some ideas:

--Allow prob/stats to be taken without the algebra 2 prereq. What little algebra 2 curriculum concepts are required for stats can be taught in < 1 week. Many kids would see far more success in probability than they do in algebraic functions.

--Include less imaginary numbers work in algebra 2. The idea of imaginary solutions is still super abstract for many kids, has no use unless they end up taking much higher level math, and distracts from the actual concepts that are meaningful in algebra 2 (function notation). "No real solutions" should be sufficient, vs. simplifying radicals with imaginary values.

--TBH, the whole algebra 2 curriculum should be scrapped and redrawn. It's 2 concepts repeated ad nauseum all year. 1) Graph functions transformationally
2) Find the solutions to f(x)=0 in various forms
It needs to be rewritten to include basic trig, so that the jump from algebra 2 to precalc isn't so rough and more in depth stats for those who choose prob/stats or AP stats.

--Part of the high school SOLs should be non calculator if you actually want to test math skills. Desmos is great, but it is only great if you understand what you are doing--otherwise it's just kids typing the problem into the computer and hoping they see something where graphs cross at one of the answer choices, or the wacky function on the screen matches the one on their paper.

--IB math should be trashed (okay, that's a pipe dream, lol)

Anonymous wrote:Math teacher:

"I had some hope they’d do more teacher directed instruction, more practice, less of the faddish stuff that doesn’t work."

The state provides us with a list of standards that must be met in various courses. They do not tell us how to teach them. The county provides me with resources. They do not tell me how to implement them.

Theoretically, I could do straight direct instruction using the county provided "mathspace" resource every day. I choose not to, because that would be a flaming pile of dumpster garbage--but neither the state nor the county is preventing me from doing so.

VMPI had a whole section about how they wanted to do more inquiry and projects and student-led blather.

The DCUM posters who have taken this site over with their anti-public school posts are really busy today.

Omg. They are legally required by the GA to update the curriculum.

They aren’t banning advanced math. There isn’t a big conspiracy. Stop trolling.

Math teacher:

"I had some hope they’d do more teacher directed instruction, more practice, less of the faddish stuff that doesn’t work."

The state provides us with a list of standards that must be met in various courses. They do not tell us how to teach them. The county provides me with resources. They do not tell me how to implement them.

Theoretically, I could do straight direct instruction using the county provided "mathspace" resource every day. I choose not to, because that would be a flaming pile of dumpster garbage--but neither the state nor the county is preventing me from doing so.

Glen Youngkin (legally this time) ended it in EO1. However they VDOE folks are still trying to keep its ideas alive: https://www.pressreader.com/usa/richmond-times-dispatch-weekend/20220213/282183654473418

They really, really want to keep their ideas. You can give feedback on the math SOL revisions. I had some hope they’d do more teacher directed instruction, more practice, less of the faddish stuff that doesn’t work. Plus they need to preserve advanced math (my computer science major would have been much harder without high school post-APs).

More info on the math SOL revision, a thing that has to happen on a set schedule and was the vehicle for VMPI, here: https://www.doe.virginia.gov/administrators/superintendents_memos/2022/024-22.pdf

Feedback form here: https://docs.google.com/forms/d/e/1FAIpQLSdNJYWjS_7VbO4682TGHfajGnbgZM1Xzhczv9RQKyuBcIg2eA/viewform?usp=sf_link