Common Core

submitted by Tarrock from media.consumeproduct.win

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[–]Rationalmind 8 insightful - 2 fun8 insightful - 1 fun9 insightful - 2 fun -  (0 children)

Tell how

It’s

Explain how.

This is an Orwellian math problem.

[–]ReeferMadness 7 insightful - 2 fun7 insightful - 1 fun8 insightful - 2 fun -  (5 children)

The problem with education is that they want to create a system that works equally for smart kids a d dumb kids. The only way to do it is to make it impossible for the smart kids to outperform dumb kids.

Naturally that is not how the educators see it. Thier mental gymnastics goes something like this: everyone is equal therefore the difference in learning must be caused by the education system somehow favoring the smart kids.

So they aim to "fix" the system so it's fair and the only way to know when it is fixed is when all the kids get the same test results. And the only way that will happen in the real world is when they bring the smart kids down to the dumb kids level.

[–][deleted] 7 insightful - 2 fun7 insightful - 1 fun8 insightful - 2 fun -  (1 child)

Knowledge is hard to convert into words.

Necessity is the seed of knowledge. While the seed is here, the brain keeps restlessly gathering and refining data until the knowledge is created.

The root of knowledge is the many benefits it brings to its owner. As long as the owner keeps receiving pleasure from working with it, the brain will keep supporting and refining it, even when the original need is gone.

Without feeling the need, without receiving the pleasure, the brain can't have the energy to learn. Justifications and rationalizations can help gather small amounts of energy, but those who feel the need to know and those who don't, can't compete in the long run.

The fruits of knowledge are the countless ways it can be used for. Those who possess the knowledge, can access all these ways and use them to strengthen this plant.

Words are a mere description of its fruits. Schools expect kids to grow a garden through memorizing endless catalogs of fruits. The world doesn't work this way. Those who are clever, become clever outside of school.

[–][deleted] 2 insightful - 3 fun2 insightful - 2 fun3 insightful - 3 fun -  (0 children)

Extremely insightful comment, I might have added you to my friends' list just for this one, but ... you are already gone?

[–]iDontShift 5 insightful - 2 fun5 insightful - 1 fun6 insightful - 2 fun -  (1 child)

this is what they are selling us as the reason. i blame the government involvement in education...

the federal gov got involved with the school system in 1976 or so.. we were number 1 in the world in education on many metrics.

now we are 20th or below. this has been a calculated destruction of our education system.

[–]ReeferMadness 5 insightful - 2 fun5 insightful - 1 fun6 insightful - 2 fun -  (0 children)

All claims that racial differences are the result of racism, oppression, and poverty are designed to destroy this country. It is the jewish way.

[–]Zapped 4 insightful - 3 fun4 insightful - 2 fun5 insightful - 3 fun -  (0 children)

Good summary. Common core is not only about getting the correct answer, it's also about learning an abstract way of thinking. From what I've seen, it tries to teach the kids to use patterns and grouping to solve problems, more of the way higher IQ individuals think. Like you brought up, everyone is different in the way their brain assembles and processes information.

[–]hfxB0oyAPirate Party 6 insightful - 4 fun6 insightful - 3 fun7 insightful - 4 fun -  (0 children)

Is this 'decolonized math'?

[–]Alan_Crowe 5 insightful - 2 fun5 insightful - 1 fun6 insightful - 2 fun -  (0 children)

Common core seems to privilege

8+5 = 8+(2+3) = (8+2)+3 = 10+3 = 13

rather than 8+5 = (10-2)+5 = 10+(5-2) =10 + 3 = 13 or 8+5 = (3+5)+5 = 3+(5+5) = 3+10 = 13 or just plain 8+5 = 13

I can see it ending up confusing the children, when the teacher gives them the impression that one way is better than another, and the children try to understand why, but there is nothing to understand, because it isn't true.

[–]GraviPirate Party 4 insightful - 3 fun4 insightful - 2 fun5 insightful - 3 fun -  (0 children)

"How many fingers am I holding up, Winston?" "Four." "And if the Party says that it is not four but five - then how many?" "Four." After a bit of torture. "How many fingers, Winston?" "Four." The needle went up to sixty. "How many fingers, Winston?" "Four! Four! What else can I say? Four!" Loads more torture. "How many fingers am I holding up, Winston?" "I don't know. I don't know. You will kill me if you do that again. Four, five, six - in all honesty, I don't know." "Better"

[–]Spaceplone 3 insightful - 3 fun3 insightful - 2 fun4 insightful - 3 fun -  (3 children)

"Make ten" is a defined technical term when using common core math.

when you have an addition of two numbers whose combined value is greater than 10, you split the problem into two parts

  1. adding the parts of the two numbers that add to 10 and remember the remainder

  2. add the remainder that you didn't add in step 1.

step one is what common core calls "making ten". that expression is extensively discussed and explained in class. It's not the same as "adding two integers so the result is 10" apparently the person with the pencil missed that class.

Here in germany we have been taught that way for a long time. We call "make ten" "Zehnerübergang" (meaning "crossing over the ten's position")

that term is a little more precise. Because it also implies that it works for making 25+8 into 30+3.

In my opinion, at least this part of common core is good. taking a problem, and breaking it up into small problems that can be solved more easily is the essence of what math really is: a method of solving problems using logic.

5+8 is "hard". but "5+5, and then another +3". is easy

[–]Zapped 4 insightful - 2 fun4 insightful - 1 fun5 insightful - 2 fun -  (1 child)

It's easy if your brain is wired that way. It's no better or worse than trying to get kids whose brains are wired this way to learn by memorization. People are not clones of each other and should be taught to learn in a way that's best for them as the individual. It's hard to do when you have 30 or so children to teach at the same time. Too many parents pass their children off to the schools for everything. Most of the better students have parents who help them with homework (see: spend time with your kids).

[–][deleted] 3 insightful - 2 fun3 insightful - 1 fun4 insightful - 2 fun -  (0 children)

When my grandfather was taught this in 1943 they called it "new math." It's a handy trick and I was taught it myself just in the "old" newer way. It's equivalence or balancing or whatever the right term is, just explained differently.

Imo the best thing we can do for students is leave some of them behind. Class only goes as fast as its slowest kid and graduating everyone... makes the education not really worth anything.

[–][deleted] 3 insightful - 2 fun3 insightful - 1 fun4 insightful - 2 fun -  (0 children)

If this is the case, the problem should be "Find the sum of 10 with the numbers 8 and 5".

[–]Tums_is_Smut_bkwrds 2 insightful - 1 fun2 insightful - 0 fun3 insightful - 1 fun -  (0 children)

The way to make something 'intuitive' is to first understand it very very well. This allows you to internalize the details and mechanics well enough so that logical leaps are possible, allowing you to make valid simplifying assumptions AKA estimates that result in an easily or quickly arrived at correct answer or one that is at least 'correct enough'. I recall one calculus prof explaining that math is easy once you learn the tricks.

The problem with Common Core is they left out the most important part -- ie. learning the basics really well -- and skipped right to the assumptions part.

The problem with niggers is that they are too dumb to learn the basics, let alone learn them well.

To be clear I've known a couple really smart at math niggers. The key words being "a couple".

[–]Doberlady 1 insightful - 1 fun1 insightful - 0 fun2 insightful - 1 fun -  (0 children)

IDK what to think. I was shitty at the old math too.