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#13340  04/08/08 04:52 PM
Re: Question about algebra and radical acceleration
[Re: Kriston]

Member
Registered: 09/19/07
Posts: 6145
Loc: Midwest

We crossed paths, kimck, but as usual, I agree with you. The WHY would have made a big difference to me, as it does with DS6.
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Kriston

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#13343  04/08/08 05:14 PM
Re: Question about algebra and radical acceleratio
[Re: Dottie]

Member
Registered: 10/25/07
Posts: 2231
Loc: up in my head.......

Are you guys talking about reform math? Hasn't that been around conceptually since the late 60's or something like that? This is oversimplifying it, but it's about taking numbers apart and putting them back together. Playing with the numbers as opposed to straight memorization, if you will. I warned you, oversimplification! I've seen that instead of memorization they teach the itty bitty's to add/subtract using manipulatives, number lines, hundred's graph etc.
Even peeking over my shoulder at DD8 doing aleks, they teach quotient and remainder totally different then I remember. I never remember doing estimating a sum. Doing a larger calculation in your head by rounding up to the larger numbers, adding/subtracting, etc. than subtracting away the number you added by rounding up to get the answer.
I kind of wish they taught math like that when I was younger, it seems more fun.
I think DD's favorite part of the day is the mental math test they have everyday. I agree with Kriston, drills have their use but mix it up, people, please!

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#13348  04/08/08 05:33 PM
Re: Question about algebra and radical acceleratio
[Re: Dottie]

Member
Registered: 09/19/07
Posts: 6145
Loc: Midwest

Oh, and I just dug out DS6's old workbook from public school at the start of the school year: it's "Everyday Math," too! Does everyone use it?!? LOL!
Now, I was in elementary school in the mid'70s, so maybe I am a new math kid, too, but it sure seems like we did all the same stuff the 1st graders today are doing. But it seems to be low concept and high repetition to me (though maybe not quite as bad as ours was), and it did NOT look like they were learning new concepts AT ALL fast when DS6 was in there! What's up? Our different takes on the same material? Different teaching styles in different classrooms? Something else?
Of course, we didn't make stick around until winter break, so maybe we just got out too soon to move quickly! LOL!
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Kriston

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#13350  04/08/08 05:42 PM
Re: Question about algebra and radical acceleratio
[Re: Dottie]

Member
Registered: 10/02/07
Posts: 1603
Loc: Sparta, apparently

Not even close, actually!!!! There was a big Math Movement several years back, that turned mathematical teaching upside down and then some. It is much more conceptual and deeper thinking, but some think they tossed the baby out with the bath water on this one, as kids get very little repetition on any one skill.
It still spirals around too much for GT kids, and too quickly for below average, but it is WAAAAAY better than "the good old days" (if you ask me!) OK, I haven't finished catching up yet, but I have to say this is NOT universally true. Not all schools are heavy into concepts these days. That's all until I catch up...
Edited by kcab (04/08/08 05:43 PM)
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#13353  04/08/08 05:48 PM
Re: Question about algebra and radical acceleratio
[Re: Kriston]

Member
Registered: 11/09/07
Posts: 516

We use Houghton Miflin math curriculum. I don't think it is wonderful in 1st grade but the 4th grade book has been really great. (at least for my DS) I got a note today that it was a goal by the end of the year to have the kids memorize a small sub set of single digit addition. Kim, that doesn't sound too great. My 1st grader is doing 2 digit addition and subtraction right now and has done some geometry, time, etc. I haven't been as pleased with his math work this year as with other subjects. They have such a push on reading in the 1st grade that I have wondered if they don't push math as much because they want to concentrate on the reading more? I don't know but I don't worry with him because he is a mathy kid. He's already doing some multiplication and he can manipulate numbers really well and can see their relationships without ever being told how to do it, so I figure he's doing fine. Kriston said  What's up? Our different takes on the same material? Different teaching styles in different classrooms? Something else? I think there can definitely be different takes on the same material and the teacher makes a huge difference. It all depends on how well your child responds to the curriculum and to the teacher that determines how you feel about it. And I'm with 'neato  I hope there are no "math wars" going on out there!!!! LOL!!!!

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#13354  04/08/08 05:51 PM
Re: Question about algebra and radical acceleratio
[Re: kcab]

Member
Registered: 10/02/07
Posts: 1603
Loc: Sparta, apparently

OK  mostly caught up. DD10's former school sounds like Dottie's  Everyday Math + other stuff. Her current school is not like that at all. Listen, she is bringing home packets of math problems that are 1020 pages long, sometimes with 2030 problems on a page (varies depending on the topic). Now, maybe she can use this sometimes, I don't think it's bad for her to get a lot of practice with mixed fractions for instance  especially since she skipped the initial lessons on that. But...there is virtually no discussion or conceptual learning. We talk about things at home, that's it.
Last year her 4th grade class had to do single digit multiplication problems for about half the year, until the teacher felt that almost all the kids had their mult facts. She had learned them in 3rd...
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kcab

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#13356  04/08/08 06:03 PM
Re: Question about algebra and radical acceleratio
[Re: EandCmom]

Member
Registered: 09/20/07
Posts: 1134

Kim, that doesn't sound too great. My 1st grader is doing 2 digit addition and subtraction right now and has done some geometry, time, etc. I haven't been as pleased with his math work this year as with other subjects. They have such a push on reading in the 1st grade that I have wondered if they don't push math as much because they want to concentrate on the reading more?
Ok  we've done some geometry. Shapes and qualities of those shapes. And telling time. I just feel he could have gotten through 1st grade Everyday math in a month a year ago. He knew a lot of it in preschool. I have no idea where he really is in math. Conceptually he gets square roots and fractions. He is working on multiplication and division at home. I think there can definitely be different takes on the same material and the teacher makes a huge difference. It all depends on how well your child responds to the curriculum and to the teacher that determines how you feel about it.
I think this is very true! I know our first grade teacher is not mathy at all and I imagine privately loathes it. She is not remotely creative or innovative with presentation  it's straight out of the Everyday Math book. She does give DS and a few other kids some very quality open ended 2nd grade stuff to work on when they get done with their 1st grade stuff.

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#13359  04/08/08 06:16 PM
Re: Question about algebra and radical acceleratio
[Re: EandCmom]

Member
Registered: 09/19/07
Posts: 6145
Loc: Midwest

My 1st grader is doing 2 digit addition and subtraction right now and has done some geometry, time, etc. The very end of the 1st grade "EM" workbook is knowing math facts to 18. Nothing higher than 9+9, though they do "count up" to 100 with a number grid. They tell time to the quarter hour only (after telling it to the half hour in K!). They tell who has more and by how much with pictures of blocks in stacks of 10s and 1s, but not with any numbers attached. They add and subtract money. Houghton Mifflin sounds a lot better in 1st grade, EandCMom!
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