I don't know the exact solution, but many worksheets I see coming home are repetetive and not well thought out. I'm all for worksheets and think they are better than computers if used correctly, but they need to be as good as other products in order to be effective teaching tools. I think teachers just think oh well, this one isn't that effective, but there will be another one tomorrow. Each one really needs to serve a specific purpose and do it well. The new FCPS math workbooks appear to barely teach anything but they are over 150 pages long. The work in those pages could be greatly reduced with more thought and intensity. Kindergarteners should be able to do what is written on those 2nd grade workbook pages.

Digital worksheets work superbly

Anonymous wrote:

Anonymous wrote:Do you really think the solution to US math performance is as simple as a set of $60 workbooks?

not the pp, but YES.

Oye! $60 wookbooks?? Welcome to the 21st century. We need to start working paperless and with multimedia. We must use the best technology to educate our citizens. Workbooks are from 100 years ago.

The problem is not teachers. Teachers are plenty smart enough and incredibly dedicated. The problem is with management. I do not blame superintendents. School boards are not up to date on what is possible.
1 - Classroom teaching is inefficient. It's 100 years old. Time to move on to multimedia. TV has been around for 50 years. There is no excuse for not using it.
2 - Teachers are bogged down with administrative duties. The school room is the most paper intensive of any work environment.
3 - Too many topics, too fast. What's the rush? Too much memorization, not enough time learning concepts
4 - Way too much testing. All that testing creates a lot of useless work and can hurt student confidence.
5 - Math as a subject is older than every other subject taught. "New" math is a joke. We should stop wasting time with silly ideas and focus on concepts and applying math to solving real problems.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are groups trying to do something about this:

Http://www.nctm.org

WHAT? they got us into this mess.

How so? And are you referring to NCTM as an org or to math teachers themselves?

NCTM published the first standards for math Ed in the U.S.

They loved to spiral and they loved EDM

Anonymous wrote:

Anonymous wrote:There are groups trying to do something about this:

Http://www.nctm.org

WHAT? they got us into this mess.

How so? And are you referring to NCTM as an org or to math teachers themselves?

NCTM published the first standards for math Ed in the U.S.

I hate to say it life has plenty of worksheets even when you grow up. Job applications, college applications, rental agreements, reimbursements. While I don't want my kid to think all learning is expressed through worksheets they do create some learning experiences we may use longer than we will appreciate.

Get over it gals and guys. There's nothing poisonous about worksheets or "to do lists". These instruments are absolutely necessary for young kids to get ahead academically and in life.

Anonymous wrote:There are groups trying to do something about this:

Http://www.nctm.org

WHAT? they got us into this mess.

Anonymous wrote:Do you really think the solution to US math performance is as simple as a set of $60 workbooks?

not the pp, but YES.

There are groups trying to do something about this:

Http://www.nctm.org

Do you really think the solution to US math performance is as simple as a set of $60 workbooks?

Anonymous wrote:Elementary teachers don't need to know how to teach advanced level math. What they need to know is how to recognize students that are ready for it. They also need to know how to be a successful advocate for them. Our system can handle these kids if it is flexible and open to acceleration. Even more radical acceleration including allowing the kids to take middle or high school classes if appropriate. Also our system needs to be accommodating to older kids who are ready for college math and allow them to take the college courses and give them credit towards graduation...which many systems will not.

Elementary teachers don't need to know calculus but they should have a "deep understanding" of math and know how to best explain mathematical concepts even to the youngest students. For example, when American teachers teach subtraction in second grade involving a problem like 42-15 they tend to say things like " you can't subtract 5 from 2, so you have to borrow a one from the 4." This is not correct; it is a misinforms students. You can subtract 5 from 2 you get a negative number of course but it is possible. And you aren't borrowing a one, you are decomposing or regrouping four tens and moving one of the tens. Borrowing means you are going to give it back, which you don't.
I am teaching my kids math after school with Singapore math books and home instructors's guides which can be found at singaporemath dot com for about 60 dollars a year per grade.

Anonymous wrote:

Anonymous wrote:http://www.washingtonpost.com/local/thomas-jefferson-student-to-graduate-year-early-a-rare-feat-at-governors-school/2012/01/16/gIQAZqAu7P_story.html

Math is nurtured just like tennis and lacrosse.

Are the Asian students at TJ mostly immigrants or children of immigrants?

There are only a handful of schools like TJ in the country. I think it's been ranked as the best in recent years. Many kids don't have access to that kind of program even if they need it.

Anonymous wrote:Econ doesn't count. And a STEM degree from an Ivy is not really an outstanding accomplishment. The real competition for STEM majors is at non-Ivies.

Thank you!