Feb 25th 2015, 16:42:49
As a (Canadian) teacher, I don't know much about common core. What I can tell though from the videos posted and discussions that I've read is that, especially with math, the focus is not on getting the right answer, but rather on understanding the process to get to the answer.
THIS IS SO ASS BACKWARDS
The idea is that not all kids can manage algorithms and rote learning isn't for everyone. That's fine. So accommodate THOSE kids who need the extra support and differentiated strategies to get to the answer. Don't punish the other kids who know the answer but can't explain it in the limited way that the teacher wants. That's ridiculous. It seems like these math lessons are all about giving students different ways to show their learning. Pictures/Numbers/Words etc. But by forcing all kids to do it the same way, isn't that just the exact same problem we had in the beginning?
Lets look at the way fractions are taught in Ontario in grades 6ish. They're introduced as fraction number lines. Multiplying fractions is taught in some ridiculous way that I have never seen before, and no matter how many times I've tried to wrap my head around it, and despite my qualification to teach up to Grade 10 math, I can't figure out how the fluff these people teach multiplying fractions on a number line.
For 3/7 x 2/9 for example, they'll show a number line broken up into 7ths, and colour 3 of those 7th. Then they'll break up each of those 7th into 9s, and colour 2 9s in each of the 3 coloured 7ts. You now have 6 small 63rds coloured. WHAT THE fluff DOES THIS SHOW?!? Don't even get me tarted with dividing because fluff if I know how to even describe an example.
What happened to - multiply across, and, multiply by the reciprocal of the second fraction? Since when was that not good enough? Since when is mental math not good enough? You're just replacing one easy algorithm with an incredibly complicated algorithm. Nothing has improved!
It seems like in the States this type of thing happens all the time, and it's starting to come up here now.
The majority of kids are fine with the standard algorithms. In fact, I guarantee that every single person involved in developing these standards, coming up with these completely ridiculous ways to solve simple questions, and the teachers teaching them, HAVE ALL LEARNED THE STUFF THEY'RE TEACHING WITHOUT GOING THROUGH THIS NONSENSE. It worked for them, it will work for most. Accommodate those that need accommodating, but don't completely flip a system on its ass!
There is way too much focus on understanding "why" before understanding "what" and that's crazy. Get the right answer, and the understanding will develop.