- suspicious donkey!
- Jun 26, 2013
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only read the first page please tell me if the thread is still full of people arguing about mathematics education w/o having any clue about it cause that shits hilarious
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May 26, 2014 15:25
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Jul 13, 2025 05:08
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- suspicious donkey!
- Jun 26, 2013
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as a good math doer, i've broken 62 into 60+2 mentally for addition/subtraction of large numbers since as long as i can remember, as it's way faster for me to do in my head
i also would have hated actually being taught it in school because what the gently caress why would you do that for 15-7
its 10-2 hth with your ability to quickly estimate the difference of two numbers
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May 26, 2014 16:06
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- suspicious donkey!
- Jun 26, 2013
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estimating is the more common and helpful use of mathematics in everyday life. it is also more complex than exact calculation because it is not a simple algorithm and requires understanding in the way numbers behave
listen i know yall are very proud of your ability to memorize arbitrary rules but maybe its time for everyone to move on and accept that this doesnt mean poo poo for understanding anything
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May 26, 2014 18:03
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- suspicious donkey!
- Jun 26, 2013
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yeah okay i didnt really mean you should estimate small numbers, you just should train partitioning numbers into parts that fit and if you are a literal 7 year old you should train this with small numbers so you are able to do so with really big ones
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May 26, 2014 18:13
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- suspicious donkey!
- Jun 26, 2013
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if you think there is something like the common core method that you have to learn now instead of some other method you srsly are not getting it hth
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May 26, 2014 20:26
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- suspicious donkey!
- Jun 26, 2013
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if someone could really give me 1 solid answer on why what works everywhere else in countries that outperform us just cant work in america that would be great
eh it doesnt really. afaik every country that has some form of math education research is changing its curriculum. its mostly the same: algorithms produce some people that are good at calculating and many people that suck at it. it also produces no understanding, when measuring understanding as something else as is able to calculate
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May 26, 2014 21:17
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- suspicious donkey!
- Jun 26, 2013
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im the basic mathematical proficiency. i can mean anything you want me to
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May 26, 2014 21:34
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- suspicious donkey!
- Jun 26, 2013
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the best thing about education is that everyone who ever visited a school thinks he is an expert on it, i love it
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May 27, 2014 07:45
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- suspicious donkey!
- Jun 26, 2013
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I think the most important thing would be to develop some sort of algorithm that determines which kids will actually need math and which don't. Kids that don't need math will never need math, for anything. Unless you need math in your job, the vast majority of people never, ever use math after school. Hell, the "final straw" argument people used to use about needing math was that "You'll need it to balance a check-book!", and who the hell even knows what means anymore, let alone does it.
makes u think
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May 27, 2014 15:22
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- suspicious donkey!
- Jun 26, 2013
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Fantastic speech! I knew about CC before this vid, but I had no idea about the sexual developement program in it. It is pure evil, right out of A Brave New World.
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May 27, 2014 17:36
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- suspicious donkey!
- Jun 26, 2013
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We are being standardized, like McDonald hamburgers. Our children are no longer the consumers, they are the PRODUCT. There is no fixing this system. And be sure about this: these same ideas have permeated our universities. Time to rethink our kids' futures, folks
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May 27, 2014 17:36
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- suspicious donkey!
- Jun 26, 2013
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"America became a world superpower on the backs of children educated in one room school houses." This is true, and we need to remember it.
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May 27, 2014 17:38
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- suspicious donkey!
- Jun 26, 2013
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quote: Dr. Duke Pesta received his M.A. in Renaissance literature from John Carroll University and his Ph.D. in Shakespeare and Renaissance literature from Purdue University.
He has taught at major research institutions and small liberal arts colleges, and his been active in education reform, developing and implementing an elective Bible course that is currently available for public high school students in Texas
hmm yes this looks like an expert on the case
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May 27, 2014 17:42
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- suspicious donkey!
- Jun 26, 2013
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i hope this thread teaches everyone the important lesson that even if you got a phd you still can be a complete moron
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May 27, 2014 20:07
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Jul 13, 2025 05:08
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- suspicious donkey!
- Jun 26, 2013
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I feel like I'm a terrible math major because I had no problems with using algorithms to calculate things when given actual numbers, but I pretty much fall apart when it comes to doing proofs. I mean, I head a hell of a time during Abstract Algebra, because while I could see where my professor was going with proofs done as examples and could follow it then, when it came time to take the exam, I'd be pretty lost on a bunch of problems. The Numerical Analysis course I took this past semester wasn't much better. Like I understand that proofs are pretty much the thing you have to do when it comes to higher level math, and I just can't help but feel like I made a terrible mistake deciding to be a math major.
The reason I chose math as a major is because I was so good with it during middle and high school (advanced classes through the entirely of those years, acing all of my classes), loved all of my teachers (with some exceptions) during those years, and came in to college with the first year of Calculus under my belt. Probably helped that I had a mom who drilled me on math during elementary school, forcing me to memorize the multiplication tables at second grade and constantly drilling me with math problems during summer vacations, which I always complained about at the time, but really helped me when I went back to school for the next year. Chinese moms, gotta love em.
Advanced classes in middle school (plus some help from an Asian test prep school) helped me get into the best public high school in New York, with the year's credit of Algebra I that's practically a requirement to get in there, and then I really had no problems with math in school afterwards except for failing to hand in some research assignments in an "advanced" Algebra II class Sophomore year that had a research component. Hell, I still love my middle school math teacher who taught us Algebra I and the beginnings of Geometry in 7th and 8th grade (to the point where I was looking to see whether he still taught at my middle school and whether I could go and visit him there sometime in the future) and the Pre-Calc teacher I had in Junior year who was the school Math Team coordinator (Math Team was huge, tons of kids got signed up for it by their parents Freshman year that they had to have multiple first period sections for all the students involved) and died of cancer a couple years back (his obit getting a mention in the New York Times). Hell, I even parlayed my math knowledge (plus a couple of years at aforementioned Asian test prep school on the weekends and during the summer) to get a full 1600 on my SATs (sure, I know that really doesn't mean much in the greater scheme of things, but it's something I'm still proud of).
I was originally going to do Engineering in college, but after a bad experience with a Physics class in high school (I mistakenly signed up for AP Physics thinking that it was going to be a research focused class like my previous Biology and Chemistry classes I took Freshman and Sophomore years which I had no real problems with) and not doing much better in it my first year of college, I figured that Engineering was really mostly just math plus physics, so I could drop the physics and stick with the math. And I was fine during my first couple of years when doing Calculus. Linear Algebra was more difficult, but I got most of it. Differential Equations was a bit wonky but I powered through it. Abstract Algebra was harder, but I mostly got it. Number Theory irritated the poo poo outta me, and Numerical Analysis was pretty much a foreign language, albeit one I got the rudimentary beginnings of due to previous experience in Abstract Algebra. Now that I'm just about 2 classes close to being done with my degree, I've been questioning whether it was the right choice ever since more rigorous proofs started showing up... Probably should just stick to Applied Math instead, since I was great working with numbers, but not with those damnable proofs.
I can understand why these new teaching standards could help students that have problems with math learn better at the moment, but I can't help but feel that I'd be so slowed down doing this kinda poo poo if I was learning it like this. The lower level stuff especially just looks pretty dumb to me. But now that I'm more experienced with math, I can see how doing addition like in the examples posted is like how one would do math in your head, it's pretty much how I do it now, but I needed a grounding in the addition algorithms with carrying the one and all that in order to understand it in the first place, and then developed the mental arithmetic stiff later. Like, my mom made sure to drill into me why adding works that way, and why you needed to leave a blank space on the second line when multiplying out two digit numbers, so much so that I could explain it to other kids when my teacher asked me to do an example on the board when we did learn it in school.
And now I go to a college (City University of New York) where the vast majority of kids who enter Freshman year need a remedial class in basic Algebra, and then never touch math again for their majors besides maybe a Trig or Statistics class, not even Pre-Calc. Hell, Calculus is a goddamn 200 level class rather than the basic 100 level poo poo it should be here...
I get that most high schools are dropping the ball when it comes to math education, although I didn't understand that at first because math came so easily to me along with pretty much everyone else I interacted with in my advanced math classes and my high school. Was talking with my brother (who pretty much had the same experience with math during middle and high school as I did, except he only went to the second best public high school in the city) last year about dropping test scores for underprivileged minorities (blacks and Latinos, since test scores basically stayed flat or improved for Asians) after the implementation of the Common Core standards, and he basically said that the two of us never had any problems with math exams, and if we could do it, why can't everyone else? I used to think pretty much the exact same way, but now see why that's such a terrible argument. If Common Core helps bring up these standards, and gets more people to understand math, then I'm all for it.
Just wish that it was being implemented better though...
Like I don't think that you need to explain the distributive property of multiplication to kids who are just learning how to do double digit multiplication, but I can see how it'd be helpful to some who don't understand how the multiplication algorithm worked. Didn't really cover properties like distributivity, associativity, and commutativity until my middle school Algebra I classes. Stuff like FOIL is also a lot easier to learn if you understand the distributive property, but my class didn't need it when we did so and we understood what was going on. Again, anecdote from an advanced class, but I guess some people need some help in that regard. Don't think you need to start kids on the field axioms and set theory concerning the Reals, Rationals, Integers, and Naturals that early though. Maybe high school before you start touching that kinda stuff.
i hope u find what u are looking for
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May 28, 2014 12:03
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May 26, 2014 15:25
