We find it necessary but we do it only in the summer. DC goes to a good school. DC's Reading and writing instruction is fine, but I still find the math pacing to be way slower than DC can handle.

We supplement math for most part. Agree with previous pps US math curriculum is very slow and lacks the depths one finds in other countries. In math competitions one comes across the more challenging problems that in my opinion should be taught in the regular classrooms.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Of course. American schools are very behind. We tutor in math mostly.

So at age 17 what level of math have kids in other countries reached? Is differential equations really so far behind the rest of the world?

I don't know about math but here are some other examples that foreign schools expect more of their students. From my experience in grades 1-6.5 at a public school in Ukraine.

-5th grade English language homework: during the school year, memorize these 23 two to three paragraph passages in English. At the end of the year exam, you will radomly choose a card and recite an assigned the passages word for word.

-In 4th, 5th grade literature class, memorize classic poems that are 15+ lines long, and recite in front of the class. This would be like memorizing poems by Robert Frost, or Shakespeare. When I moved to Brooklyn MS in 6.5 grade, I could hardly believe my ears when I heard how badly my classmate read.

-Those words you misspelled on an assignment? Write each one umpteen times so you remember how to spell it right.

-Our tests were never multiple choice. You had to write/say/show that you know the right answer.

I don't think memorizing text is expecting more. I'd rather students analyze, interpret, and infer from the text.
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Few assessments that I know of are strictly multiple choice tests. Higher level thinking has been increasingly encouraged for years.

I dreaded memorizing, but still grateful for it 20 years later - I still remember the lovely imagery of one poem about winter, and it feels good to imagine the beautiful scene. Also, I've been in a few situations where I was worse off because I couldn't memorize on the spot - I think that reciting poems shows to yourself that memory is a muscle and a resource that's there if you need/use it, so that alone has value.

Also, tests may not be 100% multiple choice, but a significant portion often is. In the US, multiple choice answers are considered proof that you know a subject, when that just ain't so. As a result, students can get passing grades without learning much of anything. I was pretty good at remembering just enough key words to answer most questions correctly, even though I didn't know the answer. At an intense week-long medical certification course, I passed the final with the grade 90-92% on the multiple choice final exam. I can tell you for a fact, I did not have a solid knowledge or any skills at all, only good enough to recognize correct answers. A multiple choice test got me certified to be the first responder to medical emergencies in the wilderness, where trained nurses and doctors may be hours away. I bet you anything that I am far from the only student without skill or knowledge who tested well and was trusted with serious responsibilities though completely unqualified. Why is this acceptable?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Of course. American schools are very behind. We tutor in math mostly.

So at age 17 what level of math have kids in other countries reached? Is differential equations really so far behind the rest of the world?

I don't know about math but here are some other examples that foreign schools expect more of their students. From my experience in grades 1-6.5 at a public school in Ukraine.

-5th grade English language homework: during the school year, memorize these 23 two to three paragraph passages in English. At the end of the year exam, you will radomly choose a card and recite an assigned the passages word for word.

-In 4th, 5th grade literature class, memorize classic poems that are 15+ lines long, and recite in front of the class. This would be like memorizing poems by Robert Frost, or Shakespeare. When I moved to Brooklyn MS in 6.5 grade, I could hardly believe my ears when I heard how badly my classmate read.

-Those words you misspelled on an assignment? Write each one umpteen times so you remember how to spell it right.

-Our tests were never multiple choice. You had to write/say/show that you know the right answer.

I don't think memorizing text is expecting more. I'd rather students analyze, interpret, and infer from the text.

Few assessments that I know of are strictly multiple choice tests. Higher level thinking has been increasingly encouraged for years.

Anonymous wrote:

Anonymous wrote:Of course. American schools are very behind. We tutor in math mostly.

So at age 17 what level of math have kids in other countries reached? Is differential equations really so far behind the rest of the world?

I don't know about math but here are some other examples that foreign schools expect more of their students. From my experience in grades 1-6.5 at a public school in Ukraine.

-5th grade English language homework: during the school year, memorize these 23 two to three paragraph passages in English. At the end of the year exam, you will radomly choose a card and recite an assigned the passages word for word.

-In 4th, 5th grade literature class, memorize classic poems that are 15+ lines long, and recite in front of the class. This would be like memorizing poems by Robert Frost, or Shakespeare. When I moved to Brooklyn MS in 6.5 grade, I could hardly believe my ears when I heard how badly my classmate read.

-Those words you misspelled on an assignment? Write each one umpteen times so you remember how to spell it right.

-Our tests were never multiple choice. You had to write/say/show that you know the right answer.

YEs.