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    Wren #127547 04/16/12 12:03 PM
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    I have noticed that this year also Ellipses. In my DD's class the math is the last 35 minutes of the day...after lunch, recess and right before dismissal. There is much talk about it being important and keeping up with Asia, Europe etc. but I don't see the foundation being laid yet.

    Thanks for those links kcab. If I had a $ for every time I've heard the term common core standards this year!

    The article was interesting and also the comments. I mentioned something about "teaching to the test" (in a joking, what's to become of all of this sort of way) a couple of weeks ago in a circle of people in the neighborhood. A teacher who was present really got serious and she said that people say things about 'teaching to the test' but she said "really, these children are the lucky ones...they are presented with the material that REALLY MATTERS and have the opportunity to REALLY LEARN IT WELL". She was dead serious. I said cheerfully, "oh, well, I never really looked at it that way!" and luckily was distracted out of the circle of people talking.

    Dbat #127566 04/16/12 02:01 PM
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    Ren [/quote]

    I agree that the math curriculum could easily be more challenging in U.S. schools (at least from what I have seen), or at least offer more differentiation for kids who are ready for it--a la Khan Academy and 'flipping' classrooms as has been in the news some recently. This is one of DH's big issues too--that the math skills of the undergraduates and graduate students he meets from the U.S. are often significantly behind those of the students he meets from abroad (often from China or Korea). This cannot possibly be good for any country particularly in the long term, although it has been going on for awhile already, at least here in the U.S. On the other hand, maybe the gifted kids who are being homeschooled or accelerated (in the few places where it is offered) will help make up for some of it wink [/quote]

    Math or other curriculum are different among many ISDs even in one state. They have curriculum specialists in each ISD. To me, it's the waste of resources.

    DOE (Department of Education)should set two curriculums. One at the current level (many kids are failing even in this current standard) and train them to go to technical schools after High School and another at different level (on par with European and Asian standard) and the graduate can go on to become scientists and innovators. DOE should also sponsor education videos site (edu-tube similar to youtube) and put up all science, Math, language arts taught by top teachers in the country.

    Well, I think that is a long shot. Our leaders will say that this kind of plan is discriminating to intellectually challenged people. But if we can't raise our standard on the entire student body, at least raise the portion of it.

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    Originally Posted by ColinsMum
    [quote=Iucounu]Recognise multiplication as repeated addition
    Recognise division as repeated subtraction
    The relationship between multiplication and division
    The x2 multiplication table and facts
    Division by 2 as grouping in twos
    Recognise division as the reverse of multiplication
    Recognise doubling as twice a number, halving as
    reverse of doubling
    Recognise unit fractions, find 1/2,1/3,1/4 of amounts
    Add and subtract multiples of 5 and 10


    My 2nd grader has done all of these things. However, while he easily mastered these concepts, they are not expected to. His grades are B-Beginning, D=Developing and S-Secure, I think most of the grade level expectations for these concepts are B or D. I guess at least they get the exposure?

    But I agree, we do seem to have shockingly low standards for math in American elementary schools. I mean, at DS's spring conference the teacher note to all parents suggested we keep working with them on a daily basis in learning how to make change!

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