tag:blogger.com,1999:blog-25541994.post115808316168083522..comments2024-04-13T01:03:11.846-04:00Comments on D-Ed Reckoning: The First Battle Has Finally Been Won but the War is Far from OverKDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-25541994.post-1163094239683418072006-11-09T12:43:00.000-05:002006-11-09T12:43:00.000-05:00I think the NEA may have removed the "A Parent’s G...I think the NEA may have removed the "A Parent’s Guide to Helping Your Child with Today’s Math" from its site.<BR/><BR/>If so, I applaud the decision. <BR/><BR/>You can still see the original <A HREF="http://www.oregoned.org/site/apps/nl/content2.asp?c=9dKKKYMDH&b=296877&ct=352120" REL="nofollow">here</A>Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158165538817504732006-09-13T12:38:00.000-04:002006-09-13T12:38:00.000-04:00"Students will learn math facts via problem solvin..."Students will learn math facts via problem solving."<BR/><BR/>Please cite any research that confirms this -- and by research I mean that, not some pointless qualitative study.<BR/><BR/>Students can't tackle problem-solving until they KNOW the math. That's reality.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158101101230089902006-09-12T18:45:00.000-04:002006-09-12T18:45:00.000-04:00That "implementation guide" sounds even worse then...That "implementation guide" sounds even worse then a year ago especially since I've now seen some of the results of their philosophy. It ain't pretty, folks.<BR/><BR/>SusanSAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158098085461681432006-09-12T17:54:00.001-04:002006-09-12T17:54:00.001-04:00Students will learn math facts via problem solving...Students will learn math facts via problem solving.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158098045395308142006-09-12T17:54:00.000-04:002006-09-12T17:54:00.000-04:00Here's the salient passage from the Math Trailblaz...Here's the salient passage from the Math Trailblazers Teacher Implementation Guide:<BR/><BR/><I>The MATH TRAILBLAZERS approach to the basic facts differs from that in traditional textbooks. We seek a careful balance between strategies and drill, an approach based on research and advocated by the NCTM in the Curriculum and Evaluation Standards for School Mathematics (1989). Our approach is<BR/>characterized by these elements:<BR/><BR/>•Early emphasis on problem solving. Students first approach the basic facts as problems to be solved rather than as facts to be memorized. They invent their own strategies to solve these problems or learn appropriate strategies from others through class discussion. Children’s natural strategies,<BR/>especially counting strategies, are explicitly encouraged.<BR/><BR/>• De-emphasis of rote work. We believe that children must indeed learn their math facts, but we de-emphasize rote memorization and the frequent administration of timed tests. Both of these can produce undesirable results. Instead, our primary goal is that students learn that they can find answers using strategies they understand.<BR/><BR/>• Ongoing practice. Work on the math facts is distributed throughout the<BR/>curriculum, especially in the Daily Practice and Problems and in the<BR/>games. This practice for facility, however, takes place only after students have a conceptual understanding of the operations and have achieved proficiency with strategies for solving basic fact problems. Delaying practice in this way means that less practice is required for facility with<BR/>the number facts.<BR/><BR/>• Gradual and systematic introduction of facts. Students study the facts in small groups that can be solved by a single strategy. Early on, for example,they study facts that can be solved by counting on 1, 2, or 3. Students first work on simple strategies for easy facts, and then progress to more sophisticated strategies and harder facts.<BR/><BR/>• Appropriate assessment. Students are assessed on the facts through<BR/>teacher observation as well as through the appropriate use of written tests and quizzes.<BR/><BR/>• Facts are not gatekeepers. Students are not prevented from learning more complex mathematics because they do not perform well on fact tests.<BR/><BR/>The MATH TRAILBLAZERS approach to the math facts is discussed more fully in the TIMS Tutor: Math Facts.</I><BR/><BR/>TIMS Tutor<BR/>Section 9<BR/>ArithmeticAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158097763196486402006-09-12T17:49:00.000-04:002006-09-12T17:49:00.000-04:00It's not a manual.It's a Teacher Implementation Gu...It's not a manual.<BR/><BR/>It's a Teacher Implementation Guide.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158097721466032792006-09-12T17:48:00.000-04:002006-09-12T17:48:00.000-04:00MATH TRAILBLAZERS has already blazed this trail. (...MATH TRAILBLAZERS has already blazed this trail. (sorry)<BR/><BR/>The teacher manual (I'm sure it's not called "manual") says that all kids must have "fluency" in math facts, but it's destructive for kids to memorize math facats in order to achieve fluency.<BR/><BR/>TRAILBLAZERS explicitly states that children will gain fluency incidentally, not via memorization or drill.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158097576498502562006-09-12T17:46:00.000-04:002006-09-12T17:46:00.000-04:00I'm willing to go on record as to how this will be...I'm willing to go on record as to how this will be sabotaged, based in our experience of "Phase 4 math" last year. <BR/><BR/>This paragraph is key:<BR/><BR/><I>Francis Fennell, the council's president, says the latest guidelines move closer to the curriculum of Asian countries such as Singapore, whose students tend to perform better on international tests. There, children focus intensely on a relative handful of topics, such as multiplication, division and algebra, then practice by solving increasingly difficult word and other problems. That contrasts sharply with the U.S. approach, which the report noted has long been described as "a mile wide and an inch deep."</I><BR/><BR/>Check this against a passage from the NEA website Barry quoted in his forthcoming article:<BR/><BR/><I>My child's teacher says that the mathematics curriculum is problem-based. What does that mean?<BR/><BR/>Teachers are now designing mathematical tasks that ask students to think deeply about math and how that math is part of their real lives. The problems students encounter won't be the two problems at the end of the lesson page that we all remember, but they'll be "real" problems that use math in a "real" way. It may be a problem that takes the children an hour, or perhaps several, to solve. There may be multiple ways to solve the problem. (See sample problems.)</I><BR/><BR/>Sample problem here <A HREF="http://www.nea.org/parents/math.html#sample" REL="nofollow">here</A>.<BR/><BR/>What we'll have now is far fewer topics taught to non-mastery, which will allow teachers like Ms. K to give kids two-hour homework assignments consisting of just one problem the kids have no idea how to do.<BR/><BR/><B>A Quest for Coherence</B> indeed.<BR/><BR/>As far as I can tell, a "problem-based" curriculum is even <I>more</I> demanding in terms of coherence and "deliberate practice" than a "rote" curriculum.<BR/><BR/>I'm glad this report is out.<BR/><BR/>But the fact that educators are giving quotes to the press saying "Parents don't understand" tells me nothing has changed.<BR/><BR/>In fact, things may get worse.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158089499708534102006-09-12T15:31:00.000-04:002006-09-12T15:31:00.000-04:00I'm sure our educators will try their hardest to w...I'm sure our educators will try their hardest to weasel their way out of these focal points. In the WSJ article, the TERC nutters already claim their program complies. They have no shame.<BR/><BR/>I don't understand why the word "develop[ing]" is an any standards document. It would have been preferable to know when the students should have that skill developed. Then the "quick recall of [math] facts" standard may have meant something.KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1158088089174761782006-09-12T15:08:00.000-04:002006-09-12T15:08:00.000-04:00The focal points may be hailed as an improvement, ...The focal points may be hailed as an improvement, but they are still too much of a Rorhschach test. We can still end up with fuzzy math. Case in point: 2nd grade focal point for number and operations states as the title: "Developing quick recall of addition facts and related subtraction facts and fluency with multidigit addition and subtraction."<BR/><BR/>The first sentence says "Children use their understanding of addition to develop quick recall of basic addition facts and related subtraction facts."<BR/><BR/>Now I, and probably KDR and others read that as kids will memorize the addition and subtraction facts. Others however, may hang on the words "Developing quick recall" and "use their understanding of addition to develop..." NCTM can't bear to say the word memorization; to do so is akin to Communist party members saying that a little Capitalist competition might be necessary to sustain the economy.<BR/><BR/>So I'll hope for the best, and interpret the ink blot the way I see fit, and hope I can convince others to see it my way. But I agree with Ken. The war is far from over.Anonymousnoreply@blogger.com