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9+6 in Common Core 09/04/14(Thu)23:02 UTC+1 No.6735761 Report

Common core attempts to impart symbolic number operations instead of just memorizing "glyphs," apparently people are pissed about this because HUR HUR OMABA MIND CONTROL

https://www.youtube.com/watch?v=uc3Pv5Q_AdA#t=55
>>
Anonymous 09/04/14(Thu)23:04 UTC+1 No.6735765 Report

>>6735761
See... the funny thing is I went to a Montessori school and we did this sort of stuff, along with using other symbol shit that DOESN'T involve memorization like that... it worked pretty decent... It's nice to see something like this because the mainstream for mathematics
>>
Anonymous 09/04/14(Thu)23:09 UTC+1 No.6735771 Report

>>6735765
>See...
See what?

> the funny thing is
doubtful it's funny

> I went to a Montessori school
not funny

>and we did this sort of stuff
still not funny, and I'm not seeing whatever it is you pointed out at the beginning.

> along with using other symbol shit that DOESN'T involve memorization like that
how cute

>it worked pretty decent
but your english lessons didn't

> It's nice to see something like this because the mainstream for mathematics
because why?
>>
Anonymous 09/04/14(Thu)23:11 UTC+1 No.6735774 Report

>>6735771
Understanding the relationships between numbers and how they interact is extremely useful. Also it's 4chan... not a comp class.
>>
Anonymous 09/04/14(Thu)23:58 UTC+1 No.6735843 Report

>>6735771
BTFO
>>
Anonymous 09/05/14(Fri)00:03 UTC+1 No.6735849 Report

my brain started hurting by watching this.
btw, it cant be true they actually teach their children math just by memorizing simple sums (as opposed to this video).
>>
Anonymous 09/05/14(Fri)00:07 UTC+1 No.6735854 Report

>>6735761

When I was growing up in junior high, I actually developed the method used in common core for my own personal use.

I was in 7th grade math and I was struggling greatly, and the teacher called upon me to answer the question she'd written up on the overhead. It was something like 128 + 534. I tried talking my way through the problem with the teacher and I told her, "Well why don't we just round 128 up to 130 and 534 down to 530? 130 + 530 = 100 + 500 + 30 = 630. And can't we just account for the differences in numbers then? So 630 - 2 + 4 = 632"

And she looked at me and she was like, "Wow... That is really smart."

And she actually incorporated it into some teaching she did. Was I still failing pretty bad? Yup. But I passed barely at the end.

Would I recommend it to anyone else? Not really.
>>
Anonymous 09/05/14(Fri)00:08 UTC+1 No.6735856 Report

>>6735761
lel. I've always done this. I actually don't remember anybody teaching me to add, It was so long ago now.
>>
Anonymous 09/05/14(Fri)00:13 UTC+1 No.6735871 Report

This is indeed pretty basic, but common core goes way beyond this. Like solving 5*18 in 108 steps. Check the vid
http://www.youtube.com/watch?v=1x2ZyXWHeMw
>>
Anonymous 09/05/14(Fri)00:16 UTC+1 No.6735873 Report

>>6735854
>>6735856
I thought of it the same way, it always pissed me off so much when teachers would try to just make me memorize basic shit like this. I'm glad that they're actually teaching kids how to do arithmetic these days, not just how to memorize how do do arithmetic.
>>
Anonymous 09/05/14(Fri)00:17 UTC+1 No.6735875 Report

>>6735873
*how to do
I'm a fucking idiot
>>
Anonymous 09/05/14(Fri)00:22 UTC+1 No.6735883 Report

>>6735761
I'm sorry, but is this for real??
If it is, I'm happy I'm not living in the USA. All those dumb people on tv, djeez
>>
Anonymous 09/05/14(Fri)00:24 UTC+1 No.6735890 Report

>>6735854
funny thing is you still managed to arrive at the wrong answer

534+128=662
>>
Anonymous 09/05/14(Fri)00:27 UTC+1 No.6735898 Report

>>6735883
It is real but people seem to be misunderstanding the whole concept. The idea is not "this is how you should add and multiply!". The idea is "here is another method that you can use to add and multiply and it makes sense because of...". They'll introduce different methods throughout the years in order to build a solid understanding of the concept instead of just teaching an algorithm in 2nd grade and then master it in the grades to come.
>>
Anonymous 09/05/14(Fri)00:31 UTC+1 No.6735903 Report

>>6735871
I probably would do that in a whole load of steps myself, they'd just be quick and you wouldn't write them all down.
5*18 is
5*10 + 5*8 which is
5 with a zero +5*10-2*5
etc. etc.

That's not even all the steps I would do up to that point.

I personally think it's good to teach that. As someone who teaches math, I know it doesn't come naturally to many children. It does to some; it did to me. Nobody taught me to break it down like that, but it's very easy to assume that becuase you figured that out yourself intuitively that everyone will.

The problem with asking a science/math board how best to teach people who are shit at math is that very few have experience with being REALLY shit at math.
>>
Anonymous 09/05/14(Fri)00:31 UTC+1 No.6735905 Report

>>6735871
I'm British and this is the first I've heard of this Common Core thing.

Jesus. Fucking. Christ. Why are you doing this to your kids?
>>
Anonymous 09/05/14(Fri)00:31 UTC+1 No.6735906 Report

>>6735854
>>6735890
>guy who writes an essay implicitly defending Common Core gets BTFO'd in a sentence
>>
Anonymous 09/05/14(Fri)00:36 UTC+1 No.6735919 Report

>>6735898
Rote memorization has been shown to change the makeup of the brain in the early years. So by memorizing simple equations such as single digit times tables and such your brain reconfigures itself to accept it as fact and devotes more effort into the more complex aspects of math. I live in Canada and they teach our kids discovery math. Every province but Quebec has implemented this method and Quebec kicks the shot out of all other provinces in math scores.
>>
Anonymous 09/05/14(Fri)00:42 UTC+1 No.6735933 Report

>>6735919
I'm not saying this is the best way but the usual arguments against it "that it's too complicated for kids", "that they're throwing away the old methods", "that it's a communist plot", etc. are just nonsense. Using common core you still have multiplication tables and the most efficient ways of doing problems. The idea is to try and build more intuition and get the kids to think more about what they're doing.

I'm not saying it's the best way but most of the people speaking against it have no idea what they're talking about.
>>
Anonymous 09/05/14(Fri)00:54 UTC+1 No.6735963 Report

The right is against CC because "Federal takeover of education for the purpose of indoctrination." The left is against CC because required testing makes black kids look bad.

Personally, I don't see anything wrong about it, but it's much ado about nothing.
>>
Anonymous 09/05/14(Fri)00:58 UTC+1 No.6735970 Report

>>6735919
kids taught by memorization have terrible number sense, which pays off later
>>
Anonymous 09/05/14(Fri)01:01 UTC+1 No.6735975 Report

>>6735854
I was under the impression that everyone realizes this is the optimal way to perform mental arithmetic sometime in elementary school.
>>
Anonymous 09/05/14(Fri)01:45 UTC+1 No.6736035 Report

>>6735975
I was under the impression that everyone learns their own tricks for arithmetic and algebra as they go along, ignoring and indeed forgetting how they were taught arithmetic earlier in their life, while those that don't learn at all end up in careers where you don't need basic arithmetic anyways.
>>
Anonymous 09/05/14(Fri)01:54 UTC+1 No.6736048 Report

>>6735970
I don't get it, how can you even imagine the number system as the building base without first learning the basic multiplication tables? It covers the four major operators in one go and like
>>6735919
You move on to fractions and shit? I went up to some calculus and have no fucking idea what angle they are working on with this method, should be saved for modern art class or something. I already see kids at the cash register who can't do basic math anyway, I reckon they are first gen prototypes.
>>
Anonymous 09/05/14(Fri)01:58 UTC+1 No.6736056 Report

>>6735761
I inadvertently taught myself this without even knowing it was a thing.
>>
Anonymous 09/05/14(Fri)01:58 UTC+1 No.6736058 Report

Speed Mathematics Simplified by Edward Stoddard. You'll never find a better math book.
>>
Anonymous 09/05/14(Fri)02:04 UTC+1 No.6736064 Report

>>6735975
The optimal way to do mental math differs depending on whether someone's saying it out loud to you or whether it's written down for you, and whether you're saying the answer out loud, writing it down, or holding it in your head. And even then, it can be different depending on how you hold numbers in your head (whether you visualize digits, imagine the sound of the words, imagine feeling an abacus, or whatever).

That's why we traditionally just teach a straightforward way to get the correct answer, and let people sort out for themselves how to git gud.
>>
Anonymous 09/05/14(Fri)02:16 UTC+1 No.6736094 Report

This is just insane. I don't even...

https://www.youtube.com/watch?v=9EL5zuUvfcs
>>
Anonymous 09/05/14(Fri)02:24 UTC+1 No.6736102 Report

>this is how they're teaching math
>tfw I was doing basic algebra at 5 because it was in a fucking game
>7+x=12
>I fucking knew it was five because I can count past ten without having to write shit down
The worst part is not that they're using certain things to introduce concepts, it's that they're using this stuff to FUCKING GRADE THEM. I swear if I ever get to grade a test and I see someone show all their work, I will beat their ass, even if they're 50 years old. You get good at math by internalizing, not externalizing.
>>
Anonymous 09/05/14(Fri)02:35 UTC+1 No.6736111 Report

>>6736094
actually thats pretty cool, they are teaching them to think of numbers as coordinates in an hypercube or at least that what it looks like.
They could maybe visualize mathematical operations like vectors
>>
Anonymous 09/05/14(Fri)03:39 UTC+1 No.6736215 Report

>>6735871
Ok. this very much different from what i said up here (>>6735856). This is outright retarded. Why is this done?
>>
Anonymous 09/05/14(Fri)03:45 UTC+1 No.6736229 Report

>>6736094
What the fuck. Are orders of magnitude different dimensions?
>>
Anonymous 09/05/14(Fri)05:47 UTC+1 No.6736443 Report

>>6736111
>they are teaching them to think of numbers as coordinates in an hypercube

Shouldn't the kids learn addition and subtraction before they get into hyperdimensional n-space manifolds?
>>
Anonymous 09/05/14(Fri)05:50 UTC+1 No.6736446 Report

>>6736443
why?
>>
Anonymous 09/05/14(Fri)05:52 UTC+1 No.6736449 Report

>>6736446
>why?

Is hyper-dimensional mathematics even possible if you don't know how to add?
>>
Anonymous 09/05/14(Fri)05:52 UTC+1 No.6736450 Report

>>6735761
Hm.. that's a very interesting idea. I used the helm of awe because before you do a seidr ritual, one must purify yourself with water by saying a very lengthy verse over it as you make the sign of the Helm of Awe on your third eye while saying, "I bear the helm of awe between my brows, something something something spooky rhyme" in order to calm anger.

It's just that its completely routine to do that, I can't see how it caused anything strange. Either way I guess maybe I just shouldn't have done that? Actually yeah you're probably right.

But how should I stop the nightmares? Will they just stop themselves once my mind finishes "fighting itself" and cleanses my psyche?
>>
Anonymous 09/05/14(Fri)05:53 UTC+1 No.6736452 Report

>>6736449
everyone knows how to add anon

one apple and one apple is two apples

unchain yourself from the pen, the paper and the meaningless symbols
>>
Anonymous 09/05/14(Fri)05:59 UTC+1 No.6736462 Report

>>6736449
Understanding the concept of addition and subtraction is simple and very small children easily grasp it.

Do you really think there is a use for being able to solve addition and subtraction problems in your head or on paper in 2014?
>>
Anonymous 09/05/14(Fri)05:59 UTC+1 No.6736463 Report

>>6735871
>>6736215
It's done to convey the underlying general idea. The method isn't meant to be used for computation. We live in an age where people walk around with computers in their pockets by the time these kids grow up it will only get more useless to waste their time teaching them multiplication tables. Instead they need to be able to intuitively reason with the underlying concepts of multiplication so that they have the tools to approach all sorts of problems conceptually. If you ask a normal person to pose an algebraic equation for some question they'll probably shit themselves and not be able to do it.

It's like how in axiomatic set theory one would start with an alphabet, construct a language w/grammar, construct a predicate logic on top of that, intepret the predicates as fundametnal set theory relations, pick out a set of sentences in said logic (set of axioms) and describe the sentences they entail. Doing this it takes pages and pages just to be able to describe some basic set theory concepts, even longer to begin constructing the number sets and arithmetic operations. Of course, doing this it's possible to prove what one would normally consider very trivial things over the span of several pages. No one would do it in practice but it's important for people to know and understand.
>>
Anonymous 09/05/14(Fri)06:04 UTC+1 No.6736476 Report

>>6736452
>everyone knows how to add anon

>one apple and one apple is two apples

That answer doesn't seem very friendly, now does it, jackass?

>>6736462
>Understanding the concept of addition and subtraction is simple and very small children easily grasp it.

If you teach it to them, yes...

>Do you really think there is a use for being able to solve addition and subtraction problems in your head or on paper in 2014?

Isn't that what we pay teachers to teach our children, you idiot?
>>
Anonymous 09/05/14(Fri)06:04 UTC+1 No.6736477 Report

>>6736462
Yes? It's good to jog your brain, it helps to prevent onset of dementia.
>>
Anonymous 09/05/14(Fri)06:05 UTC+1 No.6736479 Report

>>6736477
if simple additions can jog your brain then you need to see a neurologist
>>
Anonymous 09/05/14(Fri)06:05 UTC+1 No.6736480 Report

>>6736452
Why the answer is "two apples", though? How you arrived to this conclusion without having physical apples to count?
>>
Anonymous 09/05/14(Fri)06:06 UTC+1 No.6736485 Report

>>6736480
how do you know i dont have two apples. i just came back from walmart
>>
Anonymous 09/05/14(Fri)06:06 UTC+1 No.6736486 Report

>>6736462
So, basically, what you are saying, is that teaching children mathematics is BAD since we got all them's calcumalators...

And that Common Core is good, BECAUSE it *DOESN'T TEACH CHILDREN MATH*?
>>
Anonymous 09/05/14(Fri)06:07 UTC+1 No.6736487 Report

>>6736479
Really? You're against using your brain on general principles then?
>>
Anonymous 09/05/14(Fri)06:09 UTC+1 No.6736491 Report

>>6736486
>So, basically, what you are saying, is that teaching children mathematics

no, what hes saying is, and i'm gonna go slow since you are having lots of trouble with this.

>mathematics

this word, doesnt mean, what you think it means,

in other words.

you have no idea, what mathematics actually is
>>
Anonymous 09/05/14(Fri)06:09 UTC+1 No.6736494 Report

>>6736480
Do you think math is some foreign language in a book written by an alien species?

Simple math concepts like addition and subtraction are concepts one naturally learns through observation as a very small child.
>>
Anonymous 09/05/14(Fri)06:10 UTC+1 No.6736495 Report

>>6736485
What I'm getting at is that the point is not to teach answers to arbitrary calculations, it's important to teach the underlying mechanics that let you solve any arbitrary calculation. That's why knowing why you have two apples is more important than the answer itself.
>>
Anonymous 09/05/14(Fri)06:10 UTC+1 No.6736497 Report

>>6736477
>Yes? It's good to jog your brain, it helps to prevent onset of dementia.

There are far more useful ways to "jog your brain."
>>
Anonymous 09/05/14(Fri)06:12 UTC+1 No.6736498 Report

>>6736497
ya but additions are carb free
>>
Anonymous 09/05/14(Fri)06:12 UTC+1 No.6736499 Report

>>6736491
>you have no idea, what mathematics actually is

The manipulation of numerical abstract sums, sets of sums, and how these relate to each-other.

I'm not entirely sure why you believe that insulting me, and then not providing an argument for WHY I am wrong, or why I am what you say I am.... is an argument.
>>
Anonymous 09/05/14(Fri)06:13 UTC+1 No.6736501 Report

>>6736497
You at least agree that pulling your phone out of your pocket and typing in the numbers is far slower than doing the simple addition in your head like a normal person, right?
>>
Anonymous 09/05/14(Fri)06:13 UTC+1 No.6736502 Report

>>6736476
>If you teach it to them, yes.

Wow. So you actually think the concepts of addition and subtraction aren't learned from experience as an objective observer in the universe by a young age? Do you really think humans are that stupid? You think if a child is not taught something explicitly, it will never learn it?

>Isn't that what we pay teachers to teach our children, you idiot?

So if it is taught, it is inherently valuable and should always be taught? Great logic.
>>
Anonymous 09/05/14(Fri)06:14 UTC+1 No.6736504 Report

>>6736494
see
>>6736495
>>
Anonymous 09/05/14(Fri)06:15 UTC+1 No.6736510 Report

>>6736499
>I'm not entirely sure why you believe that insulting me,
no anon, i dont need to insult you, you insult yourself plenty

>not providing an argument for WHY I am wrong
none of this is rocket science, if you cant realize it on your own, jesus himself cant help you. and I'm not even jesus
>>
Anonymous 09/05/14(Fri)06:16 UTC+1 No.6736511 Report

>>6736501
Sure, but don't you think over time if a person were to do that, they would become adept at relatively simple addition and subtraction and not need to use a phone or calculator? Surely the abstract conceptualization of addition and subtraction do not need to be taught and arise naturally in human minds.
>>
Anonymous 09/05/14(Fri)06:16 UTC+1 No.6736512 Report

>>6736501
83.205 cubed is?
>>
Anonymous 09/05/14(Fri)06:17 UTC+1 No.6736513 Report

>>6736504
You think the underlying mechanics of 1+1=2 is not learned naturally and must be taught?
>>
Anonymous 09/05/14(Fri)06:19 UTC+1 No.6736515 Report

>>6736502
>So you actually think the concepts of addition and subtraction aren't learned from experience as an objective observer in the universe by a young age? Do you really think humans are that stupid? You think if a child is not taught something explicitly, it will never learn it?

What child of six do you know who regularly counts large sums (hundreds or thousands) of objects, sorts them into piles, and then adds them together?

But that's beside the point....

Are you honestly defending the concept of the educational facility NOT teaching children Mathematics?

As in... you are trying to say that teaching children math is superfluous because they "Learn it from experience", "so why not use common core, because they don't really need to be taught math anyway"?

Seriously? You fucking shill, asshat... this is probably the most transparent bullshit I have ever seen.

If you were just defending common core, that would be one thing....

but you are actually defending NOT teaching children math, BECAUSE you want to teach them common core instead?

Fuck, dude... go to bed.
>>
Anonymous 09/05/14(Fri)06:19 UTC+1 No.6736516 Report

>>6736511
Uh, no, it's the opposite. If people rely on calculators/phones to do their math, they're going to have a harder time doing it by themselves.
>>
Anonymous 09/05/14(Fri)06:20 UTC+1 No.6736520 Report

>>6736510
>no anon, i dont need to insult you, you insult yourself plenty

So that part where you said that I don't understand mathematics was a compliment then?
>>6736491


>none of this is rocket science, if you cant realize it on your own

Did you just call me stupid, because I'm telling you that your emperor is NAKED?
>>
Anonymous 09/05/14(Fri)06:21 UTC+1 No.6736521 Report

>>6736515
>Are you honestly defending the concept of the educational facility NOT teaching children Mathematics?

which part of common core is not math? I mustve missed that part
>>
Anonymous 09/05/14(Fri)06:22 UTC+1 No.6736522 Report

>>6736512
...is not simple addition?
>>
Anonymous 09/05/14(Fri)06:22 UTC+1 No.6736523 Report

>>6736510
>>>not providing an argument for WHY I am wrong

>none of this is rocket science, if you cant realize it on your own

That is the lamest copout to try to weasle out of explaining your own fucking position that I have ever seen.
>>
Anonymous 09/05/14(Fri)06:22 UTC+1 No.6736525 Report

>>6736522
>multiplication is not addition

is you being srs right now?
>>
Anonymous 09/05/14(Fri)06:23 UTC+1 No.6736527 Report

>>6736513
Well, yes? That's why we study axiomatic systems.
>>
Anonymous 09/05/14(Fri)06:24 UTC+1 No.6736529 Report

>>6736523
i cant explain my position because i cant take an exact opposite position to you because you dont even know what your own position is

did i pass professor?
>>
Anonymous 09/05/14(Fri)06:25 UTC+1 No.6736532 Report

>>6736525
"83.205 cubed" is not a simple addition one would perform, say, in a grocery store.

Or perhaps your experience differs?
>>
Anonymous 09/05/14(Fri)06:25 UTC+1 No.6736533 Report

>>6736515
>What child of six do you know who regularly counts large sums (hundreds or thousands) of objects, sorts them into piles, and then adds them together?

You underestimate the human mind so damn much. Small children are very capable of abstract conceptualization without being taught.

>Are you honestly defending the concept of the educational facility NOT teaching children Mathematics?

No, never.

>As in... you are trying to say that teaching children math is superfluous because they "Learn it from experience", "so why not use common core, because they don't really need to be taught math anyway"?

No, never.

>but you are actually defending NOT teaching children math, BECAUSE you want to teach them common core instead?

No, never.

Stop making shit up.
>>
Anonymous 09/05/14(Fri)06:27 UTC+1 No.6736534 Report

>>6736521
>I mustve missed that part

I'm not surprised...
you are practically made of jello.

>>6736462
>Understanding the concept of addition and subtraction is simple and very small children easily grasp it.

>>6736476 (Me)
If you teach it to them, yes...

>>6736502
>So you actually think the concepts of addition and subtraction aren't learned from experience as an objective observer in the universe by a young age?

>which part of common core is not math?

Q.E.D. Strawman fallacy.

YOU are defending the position of NOT teaching children mathematics.

Your reasoning was that they "learn it from experience"

You are simultaniously defending common core.

Ergo, You are defending Common Core, AND the concept of NOT TEACHING MATH TO CHILDREN.

Furthermore, these related concepts join together in your perspective of reality:

You don't believe that common core is math, AND you want it taught to children BECAUSE OF THAT.
>>
Anonymous 09/05/14(Fri)06:27 UTC+1 No.6736535 Report

>>6736516
>Relying on technology is bad
>Hollywood told me so
>>
Anonymous 09/05/14(Fri)06:28 UTC+1 No.6736536 Report

>>6736102
The reason for showing your work, in school, is so that if you make a mistake, the teacher knows where and can help you.

If you don't show your work and get something wrong, it looks the same as if you had guessed.
>>
Anonymous 09/05/14(Fri)06:29 UTC+1 No.6736537 Report

>>6736533
>Small children are very capable of abstract conceptualization without being taught.

Then why teach them common core?

Shouldn't they be able to grasp it on their own?

>No, never.

Then why are you saying that they don't need to learn math in school, because they "Learn it through experience"?

>Stop making shit up.

Ah, the ever present "Poisoning the well with Projections" fallacy...

Real edgy, that one.
>>
Anonymous 09/05/14(Fri)06:30 UTC+1 No.6736539 Report

>>6736535
>moving the goalposts that hard
>>
Anonymous 09/05/14(Fri)06:32 UTC+1 No.6736541 Report

>>6736532
if i eat 500 calories of rice per meal and eat on average 2.5 meals a day and rice is 23 grams per 98 calories

I need enough rice to last me 12 weeks, i have budgeted 250 dollars for this. now is this enough money to buy the white rice at 0.74 dollar per kilo gram or the brown rice at 1.02 dollars per kilogram
>>
Anonymous 09/05/14(Fri)06:33 UTC+1 No.6736543 Report

>>6736534

QED you cannot dismiss an argument because of its formal fallacy
>>
Anonymous 09/05/14(Fri)06:34 UTC+1 No.6736545 Report

>>6736534
>dat slippery slope

is it ski'ing season already?
>>
Anonymous 09/05/14(Fri)06:36 UTC+1 No.6736547 Report

>>6736543
>QED you cannot dismiss an argument because of its formal fallacy

The hell you say?

IT's a fucking strawman you simpering jackass.

You are asking me to argue the point that YOU THINK I HAVE?
>>
Anonymous 09/05/14(Fri)06:38 UTC+1 No.6736549 Report

>>6736547
>You are asking me to argue the point that YOU THINK I HAVE?

well professor you are the smart one here, don't ask me what to do, i'm a mere youngling
>>
Anonymous 09/05/14(Fri)06:39 UTC+1 No.6736550 Report

>>6736545
>dat slippery slope

>is it ski'ing season already?


Did you or did you not SAY:

>>6736511
>Surely the abstract conceptualization of addition and subtraction do not need to be taught and arise naturally in human minds.

OR:

>>6736502
>So you actually think the concepts of addition and subtraction aren't learned from experience as an objective observer in the universe by a young age? Do you really think humans are that stupid? You think if a child is not taught something explicitly, it will never learn it?
>>
Anonymous 09/05/14(Fri)06:39 UTC+1 No.6736551 Report

>>6736536
I agree. Also showing the work is more important than actually arriving to the correct result, since it shows that you have understood the underlying principle (or where you have made a mistake, in case of wrong answer) instead of just rote memorization.
>>
Anonymous 09/05/14(Fri)06:39 UTC+1 No.6736552 Report

>>6736541
>7 steps of multiplication/division across units
>simple addition
>>
Anonymous 09/05/14(Fri)06:40 UTC+1 No.6736553 Report

>>6736549
>don't ask me what to do, i'm a mere youngling

For someone who says they are just being an ignorant passerby, you sure stuck to the fucking point for several pages, didn't you?

The point that you don't want children to know how to do math?
>>
Anonymous 09/05/14(Fri)06:40 UTC+1 No.6736554 Report

>>6736550
no anon that wasnt me, you shouldnt infer too much from things you read, i'm not smart enough to play with words like that
>>
Anonymous 09/05/14(Fri)06:41 UTC+1 No.6736556 Report

>>6736552
>multiplication not additions
>>
Anonymous 09/05/14(Fri)06:42 UTC+1 No.6736557 Report

>>6736556
>still missing a word
>>
Anonymous 09/05/14(Fri)06:42 UTC+1 No.6736558 Report

>>6736541
I'm more interested in your method calculating 83.205 cubed in your head, without pen or paper. Could you show the steps, I'd like to learn?
>>
Anonymous 09/05/14(Fri)06:42 UTC+1 No.6736560 Report

>>6736554
>no anon that wasnt me

So you just butted in with "Dat slippery Slope"?

I trust now that I have shown you the precise nature of the befuddled clusterfuck that was the argument of the person I was actually talking to, you have come to understand why his entire point was that common core doesn't teach children math, and THAT'S WHY HE WANTS IT TAUGHT... right?
>>
Anonymous 09/05/14(Fri)06:45 UTC+1 No.6736565 Report

>>6736560
>I trust now that I have shown you the precise nature of the befuddled clusterfuck that was the argument of the person I was actually talking to, you have come to understand why his entire point was that common core doesn't teach children math, and THAT'S WHY HE WANTS IT TAUGHT... right?

yes I understand what a strawman is, you dont need to explain again
>>
Anonymous 09/05/14(Fri)06:47 UTC+1 No.6736567 Report

>>6736558
(80+3)^2

80*6889+3*6889

205/1000 = 41/200

cube the top cube the bottom use the method above

done and done

git gud
>>
Anonymous 09/05/14(Fri)06:48 UTC+1 No.6736569 Report

>>6736565
>yes I understand what a strawman is, you dont need to explain again

Fair enough; which is why your statement that I was using a slippery slope... was fallacious, savvy?
>>
Anonymous 09/05/14(Fri)06:54 UTC+1 No.6736577 Report

This is just outright stating something that anyone who isn't dim will realize with little assistance. Public education is meant to be a big ol' well-lit sign that says "go this way to not be a retard," and goddamn if this doesn't accomplish that.
I don't understand enough about an elementary schooler's development in math to make a sound judgement, but a lot of this does seem like the stuff that went through my own head, when I was a kid. Be that as it may, this is skating around the real issue here, which is that elementary school is basically a glorified daycare, except there are young African youths-in-training on growth spurts, who can terrorize the class with iron fists.
I mean really, does someone need 4 years of college and a mediocre middle class salary to teach this to a child? It wasn't even a public school teacher that gave me an edge in math. It was a preacher at my church who happened to be that church's accountant, and he did it with a 40 year-old textbook.
>>
Anonymous 09/05/14(Fri)06:57 UTC+1 No.6736578 Report

>>6736577
well excuse me mr.-I-didnt-need-nobody-to-teach-me-shit

not everyone can be a savant like you
>>
Anonymous 09/05/14(Fri)07:01 UTC+1 No.6736583 Report

>>6736578
I'm pretty sure that I just said that someone did teach me.
It just wasn't a public school teacher.
And he didn't spend countless man hours deliberating on how to spoon-feed me the information as much as possible.
>>
Anonymous 09/05/14(Fri)07:03 UTC+1 No.6736585 Report

>>6736516
>implying that is a bad thing
>>
Anonymous 09/05/14(Fri)07:05 UTC+1 No.6736588 Report

>>6736535
>Doctor, your open heart surgery patient is here.
>Oh, hang on, let me get my fucking iphone out. I forgot how to do this.
>>
Anonymous 09/05/14(Fri)07:08 UTC+1 No.6736591 Report

>>6736567
I don't quite follow? The strings of numbers start to get rather long after the (80+3)(80+3) step, and holding them in mind for (41/200)(41/200) is hard. Your method isn't very good.
>>
Anonymous 09/05/14(Fri)07:08 UTC+1 No.6736593 Report

>>6736588
>let me check with Watson before I give you these meds

do you even technology>?
>>
Anonymous 09/05/14(Fri)07:09 UTC+1 No.6736595 Report

>>6736591
>The strings of numbers start to get rather long

your brain isnt very good, you need to install more ram
>>
Anonymous 09/05/14(Fri)07:11 UTC+1 No.6736597 Report

>>6736595
So you agree with my initial statement that it's better to count these things in your head rather than whipping out a calculator, then? Good!
>>
Anonymous 09/05/14(Fri)07:12 UTC+1 No.6736599 Report

>>6736593
>do you even technology>?

>Asking a question like that

>On an image board
>>
Anonymous 09/05/14(Fri)09:17 UTC+1 No.6736700 Report

>>6736588
>Doctor, your open heart surgery patient is here.
>Good, turn on the open heart surgery robot
>>
Anonymous 09/05/14(Fri)09:22 UTC+1 No.6736707 Report

>>6735771
go suck a dick
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