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- Thread starter Deety
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gregorylee
I'd rather be napping!!
I would like to add, that in my estimation, there is a strong probability that this bickering is getting tired.
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jwinslow;852985; said:a) My point was that joe schmo doesn't know how to plug "mbps" into an equation, which I clarified further in a second post.
b) You're still on the cyberhero kick?But I'm sure that your tired schtick doesn't involve any cyberhero posturing, since your roads only go one way.
I'm still waiting for an explanation for this bizarre obsession of yours with cyberheroes. Maybe the third time is the charm.
"Still" on a cyberhero "kick"? Uh, I used that only since yesterday--and only towards you. "Bizarre Obsession"? Only you would think of that...the only obesession here is you, photo-boy, checking up of nearly every post I make to see if you can somehow come to someone's rescue. Don't you have some wallpapers to gin up on some photos to Photoshop? Seriously...
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Deety;853033; said:
Let's play Scrabble, so I can get to use the word "zxvrtszvx" and score a ton...
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BrutusBobcat
Icon and Entertainer
I am always impressed at how much ingenuity is required to lower the standards in public schools even further.
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methomps
an imbecility, a stupidity without name
To the extent I understand "reform math" to mean an approach of teaching kids to understand how math principles work more than simply formula memorization, I think it has a place in the math curriculum. It shouldn't be 100% reform math, but neither should it be 100% memorization.
If you gave me tests that I took in 11th or 12th grade, I would probably fail every single one because I don't remember the formulas. But I could probably use my general understanding of math concepts to at least know how to get on the right path with a little research.
As usual, moderation in all things.
If you gave me tests that I took in 11th or 12th grade, I would probably fail every single one because I don't remember the formulas. But I could probably use my general understanding of math concepts to at least know how to get on the right path with a little research.
As usual, moderation in all things.
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Deety
Head Coach
Agree, but doesn't traditional math already provide focus on conceptual work and understanding of principals?methomps;853553; said:
My father used to push us in math at the dinner table. My ability to do math in my head seems to come and go these days, but my siblings and I used to be very adept. He'd test memorized data, give us new problems we hadn't reached in class yet, have us explain how we thought we could get to the answer, and then solve it - and keep pushing until we had the right answer. If that's how reform math works, great... I just have my doubts.
Estimating is a great first step in mental math, and can help wih speeding through multiple-choice tests (just knowing if an answer should be even or odd can be all it takes), but it's something that works best alongside a more formulaic approach. Ideally, students should be able to do both... get an accurate figure through application of a structured approach, and check that it's in the ballpark with a visualized approximation.
I'm not sure how much of that is feasible to accomplish in the classroom... I do wish that everyone could be as lucky as I was to have the support at home. Heck, in first grade my mother switched from reading to me to having me read to my sister. By the time she hit second grade, she was driving teachers crazy because she'd get bored and write upside down and backwards to amuse herself. I don't think we were any brighter than our classmates, but the fact that few had as much at-home preparation put us well ahead of the game.
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