He's using common core.
We get it; it doesn't work.
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Federal study even shows Common Core sucks
- Thread starter hoamskilet
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We get it; it doesn't work.
Sent from my [mind] using the svtperformance.com mobile app
My kids were at the very beginning of CC, and it threw the school into an uproar. Parents didn't understand and couldn't help their kids, kids couldn't understand why everything they learned that worked fine was now done in the least efficient manner possible. I understand the concept, understanding all of the different ways numbers can be brought together, but it is off in the esoteric land of the Math PHDs that can't get a job. It's like talking to a guy that custom grinds cams, two seconds in and you're lost.
The United states has been on a downward trend at the bottom of international statistics since common core was initiated and current studies are showing ineffectiveness and often negative results the longer children are involved in it. Common core was a failure, plain and simple
CC had nothing to do with education. It’s just one big nationalistic data mining scheme put together by a few big wigs of large private companies and sponsored by Bill and Melinda Gates.
THIS
The post above about parents not being able to help their kids is EXACTLY what the creators of CC wanted. They don't want the kids bonding with parents, the teachers are much smarter than their parents is the message.
I no longer believe you can get an "education" anymore in public schools. You have to send your child or grandchildren to a private school where the parents get a great influence in ANY curriculum.
(BTW, I just learned how to spell "curriculum", I sounded it out, it didn't look right, but it was! I also know how to spell Hippopotamus.)
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wtf
Mike ain't no quitter.
Correct answers being marked wrong because a kid isn't using a particular method demanded by the teacher is flat out ridiculous. I personally don't know any teacher that does that. Each kid usually ends up gravitating towards a particular method and gets comfortable with a certain one. I allow it and my fellow teachers do as well.
Common Core is not a failure. The teachers/schools/districts who INSIST that only one of the newer methods be used and no others is the real failure here.
My wife is a teacher, and I can tell you that very few parents have any business determining curriculum. Obviously everyone's results will vary based on their area, but a lot of the parents she sees that try to come in and throw their weight around don't know their ass from a hole in the ground.
What I meant (and was not clear on) is the parents preventing the school from trying some SJ programming on the kids.
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be a BIG box to multiply 4,246,333 x 1,422.
What I used in high school
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What I used in high school
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I'm dying over here! She busts out the coffee maker! LOLOLOLOL!
Obviously, the best way to teach the 4 properties of multiplication is through this convoluted "new" method rather than just defining the terms and giving examples!
(And the "new" teacher still has this old school process to add up four numbers... isn't there some "new" way to do this so poor little johnny doesn't have to carry the one?)
Multiplication Properties
There are four properties involving multiplication that will help make problems easier to solve. They are the commutative, associative, multiplicative identity and distributive properties.
Commutative property: When two numbers are multiplied together, the product is the same regardless of the order of the multiplicands. For example 4 * 2 = 2 * 4
Associative Property: When three or more numbers are multiplied, the product is the same regardless of the grouping of the factors. For example (2 * 3) * 4 = 2 * (3 * 4)
Multiplicative Identity Property: The product of any number and one is that number. For example 5 * 1 = 5.
Distributive property: The sum of two numbers times a third number is equal to the sum of each addend times the third number. For example 4 * (6 + 3) = 4*6 + 4*3
And for the kids that just can't figure it out...
Study after study disagree. As an educator I'm sure you'll agree that we owe it to our kids not to evaluate common core anecdotally.
Fair enough. That still doesn't explain why those other methods need to be taught over the traditional methods in the first place. It's beyond stupid to find the easiest method to derive an answer, and then look for more complicated ways to do it. I can only think of one example to the contrary, and that's when learning the theory behind the easy method, e.g. learning derivatives in calculus. They usually teach the theory behind it before showing you the "cheat" method. But these kids damn sure aren't learning calculus.
Parents aren't trying to determine the curriculum. We all agree arithmetic needs to be taught. Parents are trying to figure out WHY it needs to be taught differently than every generation before CC was introduced.
I'll address this as professionally as I can. I've been an elementary public school teacher for 27 years and remember when Common Core hit the schools. Frankly speaking, there's nothing wrong with Common Core. It's merely a set of standards that establish what students need to learn by the end of the year. To wit: read through this link and tell me what is so offensive to you. Grade 3 » Operations & Algebraic Thinking | Common Core State Standards Initiative
I understand that many parents don't like the modeling method or the lattice method. Here's an example that a poster put up earlier:
When I teach math I avoid the lattice method and the distributive method. They are not horrid but I only have so many minutes in a day to teach and they are unnecessarily complicated. I instruct the kids on the traditional algorithm, the box method, the partial products method and the area model. Why? Because it expands their thinking and makes them understand that there are more ways to skin a cat than just one. It helps them realize that math can be thought of in different ways. But know this: Come test time I tell them that I don't care which method you use as long as you get the correct answer. Also, I firmly tell them that the traditional algorithmic way of solving problems is the fastest. And I tell them to use that method when we do timed arithmetic tests.
One of the problems I've noticed with many of today's teachers is that they DO NOT supplement their district's adopted series to help the kids meet the Common Core Standards. Common Core is NOT a curriculum. It's just some standards that we want our kids to reach. My district has an adopted math series that is okay for some areas but not for others. So I supplement to ensure that my kids are learning what is required by Common Core. It frustrates me to no end when I notice that teachers I work with blame the adopted curriculum for not helping the kids know what they need to by year's end. That's their fault because they did not seek out supplementation.
While I applaud you not holding it against the kids if they use a different method to get the right answer, it sounds like you are simply making the best of a bad situation.
The common core methods are horrible, it really isnt debateable. In theory they could make someone expand their perspective because they are showing another way to the answer. In reality though, they are overly confusing and cause undue frustration for the kids (and their parents). In math, you generally want the most direct answer to the problem. Could you imagine trying to figure out complex formulas using an equally convoluted method? You would have to spend all day solving a handful of problems.
Sounds like a recipe for future government workers.
I explained why those other methods were taught in my reply to you. You might not have seen it. Click expand on my response to you and it will show.
Common Core is not methods. It's standards. Methods are up to the teacher/school/district. Fortunately my school gives me a long leash. The problem we run into when people say Common Core is failing is that teachers don't teach everything they are supposed to in re the requirements of Common Core. So when they get to me I notice the gaps in their knowledge and am forced to teach two or three different grades in one year in order to try and get them to grade level.
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