fandomsecrets | [ SECRET POST #2828 ]

⌈ Secret Post #2828 ⌋

Warning: Some secrets are NOT worksafe and may contain SPOILERS.

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[Wakfu]

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03.

[rupaul's drag race]

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04.

[Law and Order: Criminal Intent]

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[3-2-1 Contact: The Time Team]

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06.

[Anna Popplewell, Reign]

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[The Strain]

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08.

[Justice League]

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09.

[Louisa May Alcott's Little Women]

Notes:

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Flat | Top-Level Comments Only

I found this helps explain it easily.

http://www.patheos.com/blogs/friendlyatheist/2014/03/07/about-that-common-core-math-problem-making-the-rounds-on-facebook/

I suppose it explains it, but it certainly doesn't make math easier. If anything, for me, it's the juggling of numbers that makes math hard, and this subtraction of 12 from 32 now has kids dealing with four different equations, remembering all the variables from them, and then adding all of them up.

I just don't like it.

I struggled with math, the way that article explains it is how I learnt myself math, if they taught me it that way I would have understood the rest a bit better.

I was really good at arithmetic as a kid, and I could solve problems multiple ways to check myself.

Different people learn differently, and find different ways easier. The problem is when someone starts saying, "This is the way we think." No, it might be the way you as an individual think, but different kids learn the same math different ways. Good math tutoring has to understand that.

So the Common Core method, instead of being better for all kids, will be better for some, and worse for some.

Now, that said, taking that specific problem, and splitting 20 into 10, 5, 3, & 2, looks kind of silly to me. When I was a kid, my brain ran fast enough to do that easily. I can understand why some people feel more "sure" doing it that way. But as a practical matter, it feels really awkward. Why create more possible error points? You have base10, exploit it.

It might be a good exercise while learning the math. No, I should say it would be a good exercise as part of instruction.

It's not a normal way to solve the problem.

And I actually read to the end of the article, and it seems like the Common Core guidelines are actually trying to get it right. Teach multiple pragmatic ways of dealing with numbers. OK. That's hopeful.

Is that what's going on in math now?

Man, I'm glad I'm not in school. I'd be so fucked. I had a hard enough time learning subtraction in elementary school, and forget about division (I didn't understand division until 9th grade).

That example definitely explains what's going on in the common core problem solving. But... common core seems necessarily complex. You need to do 4 simple addition problems, and then a complicated addition problem (adding those initial 4 answers up) to get the answer - as opposed to, if you break it down, just two subtraction problems in the traditional method.

Also, if common core is based on 'how we do math in our head everyday', then we'd be far more likely to think in base 10s and quickly work out that 12 is 2 lots of 10 away from 32.

Also, the traditional way of doing math does make sense, I don't know how they can claim it doesn't. Just because people forget how it makes sense doesn't make it not make sense. You just need to know the difference between your ones column, tens column, hundreds column etc. The traditional method takes the ones from the ones, the tens from the tens, the hundreds from the hundreds, so you get the right number in the right column - and borrowing is just carrying over if you go over the base column amount. This can be pretty well explained with different coloured blocks if kids are confused - and on top of this, it's how money and measurements work, so kids need to understand the concept of '10 Xs make a Y' to function in life anyway.

Like, I really don't know that much about common core until this thread. But this example makes me think it's super stupid.

Yeah, I don't think there's any real difference between knowing that 3+7=10 and that 10-3=7. And that's kind of the point of mathematical identities.

Knowing that 2765 + 1235 = 4000 requires the same understanding of the arbitrary design of the base10 coding system as knowing that 4000 - 1235 = 2765.

And when I came up with that equation, I checked that math, very quickly, using the "old way" I was taught. It's the same math I use in balancing my checkbook. So, I wonder.

[ SECRET POST #2828 ]

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