Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
College ain’t what it used to be. Kids that used to go to Harvard are skipping over the waste of time for their intellect. Harvard is the community college for the super smart.

Brooke Shields graduated Princeton 😂😂😂

She “suspended her jeans modeling career”
😂😂😂

She got in; your kid did not.

Anonymous wrote:

Anonymous wrote:
College ain’t what it used to be. Kids that used to go to Harvard are skipping over the waste of time for their intellect. Harvard is the community college for the super smart.

Brooke Shields graduated Princeton 😂😂😂

She “suspended her jeans modeling career”
😂😂😂

Anonymous wrote:

Anonymous wrote:
College ain’t what it used to be. Kids that used to go to Harvard are skipping over the waste of time for their intellect. Harvard is the community college for the super smart.

Brooke Shields graduated Princeton 😂😂😂

She “suspended her jeans modeling career”
😂😂😂

Anonymous wrote:
College ain’t what it used to be. Kids that used to go to Harvard are skipping over the waste of time for their intellect. Harvard is the community college for the super smart.

Anonymous wrote:Wow. I assume this is directed at first gen students, but still seems pretty nuts.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow. I assume this is directed at first gen students, but still seems pretty nuts.

No, it is all the schools rushing kids through accelerated programs in the name of being the youngest ever to talk calculus. This is s no way to learn math.

I thought that could be contributing to it too. My kid is learning algebra in grade 7. By the time he starts year 1 of college he won't remember it.

If that were a contributor, then other elite colleges would have issues: the equivalent of BC calculus is the most common freshman calculus class followed by multivariable, then AB calculus is third, at the elite schools my kids attend. Almost all freshmen have exposure to calculus from high school, as in over 80%. If starting Algebra before high school were a problem for any significant portion of students who later took AP/other calculus then remedial courses such as Harvard's would be very common. They are not. International students abound at my kid's ivy in engineering and they come in with two full years post-calculus in high school and do fine. The ones with Algebra in 6th in the USA are similar, just not terribly common compared to typcial US freshman at this school, and same as the internationals from a similar level, are almost always at the tops of the math curves once in college. Early algebra is not an issue at all for bright kids: more in the US could do it if the elementary schools differentiated younger as do the international curricula.
Harvard's need for remedial math MAS that focuses on algebra and geometry basics is because they are admitting more kids who are not ready for traditional Math MA, PREcalculus. That type of admission is usually reserved for big 10 helmet sport recruits, not ivies let alone Harvard. They have really lowered the bar too far.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, this new class is the same as the old class except that it's five days a week instead of three days, the old class will continue to be taught in its present form and schedule, and the old class is identical to the ancient class from thirty years ago? Do I have that right? I think so, but let's check the Harvard Course Catalog to be sure:

MATH MA (LEC)
Introduction to Functions and Calculus I
Course ID: 111161
2024 Fall (4 Credits)
No meeting time listed
Kate Penner
The study of functions and their rates of change. Fundamental ideas of calculus are introduced early and used to provide a framework for the study of mathematical modeling involving algebraic, exponential, and logarithmic functions. Thorough understanding of differential calculus promoted by year long reinforcement. There will be required workshops Tuesdays.

MATH MA5 (010)
An In-depth Introduction to Functions and Calculus I
Course ID: 224755
2024 Fall (4 Credits)
MTWRF 1030 AM - 1145 AM
Kate Penner, Justin Hancock
The study of functions and their rates of change. Fundamental ideas of calculus are introduced early and used to provide a framework for the study of mathematical modeling involving algebraic, exponential, and logarithmic functions. A thorough understanding of differential calculus is promoted by year-long reinforcement.
Course Note: This is a version of Math MA that meets 5 days a week. The extra support will target foundational skills in algebra, geometry, and quantitative reasoning that will help you unlock success in Math MA. Students will be identified for enrollment in Math MA5 via a skill check before the start of the term.

Wait, what was in the course catalog thirty years ago? Lucky, I have one on hand:

Harvard University
Faculty of Arts and Sciences
Courses of Instruction 1991-92
Mathematics Ar. Precalculus Mathematics (2050)
Deborah Hughes Hallett and members of the Department
Review of functions, graphing, logarithms, and trigonometry. Emphasizes problem solving and provides a preparation for Mathematics 1, economics, and basic science courses. Taught in small sections which begin at a point appropriate to the students in the Section.
Half course (full term, repeated spring term). Fall: Section 1, M., W., F., at 10; Section II, M., W., F., at 12; Section III, Tu., Th., 10-11:30. Spring: Section I, M., W., F., at 10. (XI)

Yeppers, that all checks! So, what's this thread about again? Wait, I know! It's nothing more than an opportunity for DCUM to, in no particular order, (i) denigrate Harvard as overrated, "too woke" (whatever that means), and anti-Semitic (not yet mentioned, but it's coming); (ii) celebrate the inherent superiority of Asian students, every single one of whom, if DCUM is to be believed, arrived in the United States four months ago, penniless, not knowing a word of English, and still managed to achieve higher SAT scores than all of their black classmates; and (iii) complain about those black classmates through coded language about "equity," "diversity," and "quotas" and whining about "TO" (which apparently means "test optional" and not NFL great Terrell Owens). Carry on, DCUM!

None of the bolded was included in the course description from 30 years ago. It doesn’t mention algebra, because it was assumed you already know it. It certainly doesn’t mention of extra support being provided for “foundational skills in algebra and geometry.”

A little context. In 1990 I took freshman calc using the Deborah Hughes Hallett preprint at my state flagship. The book hadn’t been published yet. It was referred to as Core Calculus Consortium, or Harvard Consortium. The class was honors and met daily. I still have the spiral bound copy. The concept was, graphing calculators are now commonplace, so we can re-write to reach calculus conceptually even if students have weak symbolic manipulation skills. Remediation may not be explicitly in the blurb above, but it was the reason for the course. The same group of educators went on to propose the Common Core reforms in K-12 over the next decades.

Anyway, I was a lazy HS student on to a so-so university but I placed into honors and majored in math.

And when DHH was running the Calculus sub-department, she was an advocate of the pedagogical theory that calculus should be taught like a high school class, not like a college class.
Undergrad TAs were expected to spoon-feed the homework to the students, instead of being a resource that students could come to with their own questions after attempting the work.

Here's an explanation from the time. Same refrain, just now calc is a HS class for most: https://personal.denison.edu/~whiteda/files/Teaching/Pedagogy/Theory%20of%20Pedagogy/Use%20to%20Summarize%20Harvard%20Calc.pdf

My take from that article plus today’s news is that 30 years ago, Harvard reworked its calculus curriculum to be more amenable for people with “weak backgrounds” (their words), but that was still too difficult for today’s students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, this new class is the same as the old class except that it's five days a week instead of three days, the old class will continue to be taught in its present form and schedule, and the old class is identical to the ancient class from thirty years ago? Do I have that right? I think so, but let's check the Harvard Course Catalog to be sure:

MATH MA (LEC)
Introduction to Functions and Calculus I
Course ID: 111161
2024 Fall (4 Credits)
No meeting time listed
Kate Penner
The study of functions and their rates of change. Fundamental ideas of calculus are introduced early and used to provide a framework for the study of mathematical modeling involving algebraic, exponential, and logarithmic functions. Thorough understanding of differential calculus promoted by year long reinforcement. There will be required workshops Tuesdays.

MATH MA5 (010)
An In-depth Introduction to Functions and Calculus I
Course ID: 224755
2024 Fall (4 Credits)
MTWRF 1030 AM - 1145 AM
Kate Penner, Justin Hancock
The study of functions and their rates of change. Fundamental ideas of calculus are introduced early and used to provide a framework for the study of mathematical modeling involving algebraic, exponential, and logarithmic functions. A thorough understanding of differential calculus is promoted by year-long reinforcement.
Course Note: This is a version of Math MA that meets 5 days a week. The extra support will target foundational skills in algebra, geometry, and quantitative reasoning that will help you unlock success in Math MA. Students will be identified for enrollment in Math MA5 via a skill check before the start of the term.

Wait, what was in the course catalog thirty years ago? Lucky, I have one on hand:

Harvard University
Faculty of Arts and Sciences
Courses of Instruction 1991-92
Mathematics Ar. Precalculus Mathematics (2050)
Deborah Hughes Hallett and members of the Department
Review of functions, graphing, logarithms, and trigonometry. Emphasizes problem solving and provides a preparation for Mathematics 1, economics, and basic science courses. Taught in small sections which begin at a point appropriate to the students in the Section.
Half course (full term, repeated spring term). Fall: Section 1, M., W., F., at 10; Section II, M., W., F., at 12; Section III, Tu., Th., 10-11:30. Spring: Section I, M., W., F., at 10. (XI)

Yeppers, that all checks! So, what's this thread about again? Wait, I know! It's nothing more than an opportunity for DCUM to, in no particular order, (i) denigrate Harvard as overrated, "too woke" (whatever that means), and anti-Semitic (not yet mentioned, but it's coming); (ii) celebrate the inherent superiority of Asian students, every single one of whom, if DCUM is to be believed, arrived in the United States four months ago, penniless, not knowing a word of English, and still managed to achieve higher SAT scores than all of their black classmates; and (iii) complain about those black classmates through coded language about "equity," "diversity," and "quotas" and whining about "TO" (which apparently means "test optional" and not NFL great Terrell Owens). Carry on, DCUM!

None of the bolded was included in the course description from 30 years ago. It doesn’t mention algebra, because it was assumed you already know it. It certainly doesn’t mention of extra support being provided for “foundational skills in algebra and geometry.”

A little context. In 1990 I took freshman calc using the Deborah Hughes Hallett preprint at my state flagship. The book hadn’t been published yet. It was referred to as Core Calculus Consortium, or Harvard Consortium. The class was honors and met daily. I still have the spiral bound copy. The concept was, graphing calculators are now commonplace, so we can re-write to reach calculus conceptually even if students have weak symbolic manipulation skills. Remediation may not be explicitly in the blurb above, but it was the reason for the course. The same group of educators went on to propose the Common Core reforms in K-12 over the next decades.

Anyway, I was a lazy HS student on to a so-so university but I placed into honors and majored in math.

And when DHH was running the Calculus sub-department, she was an advocate of the pedagogical theory that calculus should be taught like a high school class, not like a college class.
Undergrad TAs were expected to spoon-feed the homework to the students, instead of being a resource that students could come to with their own questions after attempting the work.

Here's an explanation from the time. Same refrain, just now calc is a HS class for most: https://personal.denison.edu/~whiteda/files/Teaching/Pedagogy/Theory%20of%20Pedagogy/Use%20to%20Summarize%20Harvard%20Calc.pdf

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow. I assume this is directed at first gen students, but still seems pretty nuts.

No, it is all the schools rushing kids through accelerated programs in the name of being the youngest ever to talk calculus. This is s no way to learn math.

I thought that could be contributing to it too. My kid is learning algebra in grade 7. By the time he starts year 1 of college he won't remember it.

There is algebra all the way through high school math. Algebra 1 is the beginning of that journey. He won't forget Algebra 1 because he'll use those skills over and over again. It's like saying he'll forget how to add since he learned that in first grade.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow. I assume this is directed at first gen students, but still seems pretty nuts.

No, it is all the schools rushing kids through accelerated programs in the name of being the youngest ever to talk calculus. This is s no way to learn math.

I thought that could be contributing to it too. My kid is learning algebra in grade 7. By the time he starts year 1 of college he won't remember it.