ScaupHunter wrote:My youngest daughter was failing in math a couple of years ago, and still doesn't like it and struggles now and then. When I took the time to look over how they were teaching things at her school and had to go down and talk to the teacher and the principle. There are simple ways to do math, and hard ways. For some reason they wanted to teach the hard ways and not cover the simpler methods.
I got that problem straightened out and sat Abby down to go over what she was struggling with. It two nights of about 3 hours to get he caught up and her brain back on the math track. Now she just ignores the teacher when they get all theoretical or teach stupid methods. She comes home and asks how to do the math. I teacher her one or two ways that are quick and painless and she gets her work done.
Again, they need to step it back to about 1970's math style and just teach it as it was taught. There is zero reason to teach math the way that questions was written. Common core should be just that common! Use the proved quick and easy methods for learning math and teach a couple easy alternatives for solving the problems.
ohioboy wrote:this was argued here before, but the idea of how you get there should not matter. get the answer, get the credit. wish my math classes were like that. (unless i am completely not understanding the ccss math, which is possible)
I disagree. While it worked for you and it is not surprising that your daughter's thinks about things similar to you and it worked for her, but it didn't work for everybody. Math is so important, we need to present multiple different ways because people see it differently and until they can see it for themselves, they won't truly understand it and will simply be memorizing and not understanding. They should keep it and add to it. Not go back to just that nor scrap it. More alternatives mean more students will find an approach that they understand and from that foundation, they can move to understand more approach and more complex problems and get a broader and deeper understanding.ScaupHunter wrote:Again, they need to step it back to about 1970's math style and just teach it as it was taught.
xrated wrote:All work benches spend most time as disorganized piles of crap. Only to be cleaned and organized when you have no real projects but want to avoid working on projects you have avoided for the last 6 months.
goldfish wrote:And in the mean time, you confuse the other 90 percent of the kids and take 4 times as long to get thru a lesson all so that no kid can be left behind
SpinnerMan wrote:goldfish wrote:And in the mean time, you confuse the other 90 percent of the kids and take 4 times as long to get thru a lesson all so that no kid can be left behind
You don't throw everything at them all at once. You start with what has been shown to work for the most, in that regard, I agree with SH and they never should have changed. However, when you see kids not getting it, you give them alternatives. It's not like we live in the internet age and they could ever have an app for that. There are many ways to present the alternative methods and not all have to be to the entire class.
assateague wrote:The math is absolutely horrible. I'll have a problem every couple weeks that I cannot make sense out of, no matter how hard I try. The fact that it's second grade math tells me that this should never happen.
Furthermore, I have no idea what they do in school, but it's not much. My youngest missed 3 days, and I picked up all her class work and homework so she could do it the last day out of school. There were maybe 4 math worksheets, with 3 word problems per, no reading assignment, and copying of spelling words 3 times. That's it. For 3 days. Took her an hour and a half to do it. So what is all the other time taken up on? That's 19 1/2 hours of school missed, and it took her a little over an hour. I find it ridiculous that so much time is wasted, or that those who home-school are somehow shorting their children. Actually, that mindset is insulting.
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