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View Diary: There Is Going To Be A Huge, Huge Drop In Test Scores This Year (101 comments)

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  •  Masturbatory mentation (9+ / 0-)

    Whoever wrote that absurd test question undoubtedly knows how to find his/her own pleasure centers, but one must ask how much they know or care about the rest of humanity.

    Makes me doubt that the legislators who vote for this stuff have looked at it at all. At best, they looked and ran away, lacking the confidence to point out the emperor's nudity. More likely, they attend to what the lobbyists say, and have tuned everyone else out. For too many, there's little to be gained by making problems for the powerful, and much to lose by not playing along.

    •  It's not a question. (2+ / 0-)
      Recommended by:
      Linda Wood, ModerateJosh

      It's a standard. It's written for teachers. It is articulating different ways of understanding fractions. Having these multiple ways of seeing fractions will lead students to a much deeper level of comprehension.

      Any teacher who isn't able to understand that standard, especially after the training that every teacher gets during the process of their district adopting the Common Core standards, frankly is not someone I want teaching the 5th-graders who will be coming into my 7th-grade math class two years later.

      "These are not candidates. These are the empty stand-ins for lobbyists' policies to be legislated later." - Chimpy, 9/24/10

      by NWTerriD on Sat Sep 07, 2013 at 10:06:47 PM PDT

      [ Parent ]

      •  You have got to be kidding (1+ / 0-)
        Recommended by:

        I'm studying physics, tutoring physics, and have done a large number of difficult word problems, and I have to say when it comes to that sample question I have to say. WTF?!

        I checked the questions for 8th grade and even the ones which didn't look like they were written by a drunk moron picking symbols upside-down out of a math book looked like they were designed to 'trick' students instead of test the concepts they should understand.

        •  Again– it's not a question! (0+ / 0-)

          It is a standard. It is telling teachers, not students, how to teach multiple conceptual understandings of fractions, each of which children need to understand in order to succeed in later math. The Common Core standards are based on the idea of teaching fewer topics more deeply at each grade level.

          Lack of understanding of fractions, and of other mathematical constructs involving part and whole, constitute one of the major stumbling blocks to math proficiency in this country. I applaud what appears to be a greater emphasis in the Common Core standards on developing this conceptual understanding. This should help many more students be successful in middle school and high school math.

          The students do not need to be able to make sense of the gobbledygook of the standards; but teachers should, so they can find ways to help their students grasp the concepts that the gobbledygook represents.

          "These are not candidates. These are the empty stand-ins for lobbyists' policies to be legislated later." - Chimpy, 9/24/10

          by NWTerriD on Sun Sep 08, 2013 at 01:47:34 PM PDT

          [ Parent ]

      •  You obviously have no clue (0+ / 0-)

        to what it takes to be a great teacher.

        Just understanding Algebra as it relates to the concepts one should teach, does not translate into good teaching.
        Sadly more than a few people will be convinced a person with a doctorate or master's degree in mathematics will be a wonderful teacher.  

        Great teachers need to understand children, understand how their minds work, understand development of students, in other words, understand the WHOLE student as a human being; can understand and execute class management in a stern but loving way.    

        I find it sad coming from someone in education.  

        “We can have democracy in this country, or we can have great wealth concentrated in the hands of a few, but we can't have both.” Louis D. Brandeis

        by Jjc2006 on Sun Sep 08, 2013 at 06:16:08 AM PDT

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        •  Ignoring the personal insults you directed at me, (0+ / 0-)

          and focusing instead on the content of your comment: teaching the whole child in no way negates the need for content mastery of whatever subject one is teaching.

          What I said is that someone who is teaching math to fifth-graders should understand the math the fifth-graders are supposed to be learning. I am struggling to understand how you could interpret that to mean that they don't also need to understand whole child development. Great teachers are able to both walk and chew gum at the same time – to understand and nurture the children they teach, as well as to understand and transmit the content those children need to learn.

          And the standard under discussion isn't about algebra; it's about fractions. It doesn't require a doctorate or master's degree in math; it doesn't even require a bachelor's degree. I was a humanities major, and I teach middle school math. I'm confident that elementary school teachers can manage to understand and teach fifth-grade math without a math degree.

          "These are not candidates. These are the empty stand-ins for lobbyists' policies to be legislated later." - Chimpy, 9/24/10

          by NWTerriD on Sun Sep 08, 2013 at 02:05:37 PM PDT

          [ Parent ]

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