Skip to comments.Decoding Common Core Math
Posted on 04/28/2014 7:31:06 AM PDT by Academiadotorg
If the Common Core education reforms introduced by President Obama and supported by big-name Republicans were subject to peer review, they might become a whatever became of? question.
Take, for example, my first-grade sons Common Core math lesson in basic subtraction, David G. Bonagura, Jr., writes in an article which appeared in The Education Reporter. Six- and seven-year-olds do not yet possess the ability to think abstractly; their mathematics instruction, therefore, must employ concrete methodologies, explanations, and examples.
But rather than, say, count on a number line or use objects, Common Cores standards mandate teaching first-graders to decompose two-digit numbers in an effort to emphasize the concept of place value. Thus 13 4 is warped into 13 3 = 10 1 = 9. Decomposition is a useful skill for older children, but my first-grade son has no clue what it is about or how to do it. He can, however, memorize the answer to 13 4. But Common Core does not advocate that tried-and-true technique.
The Education Reporter is published by the Eagle Forum, an organization founded by conservative attorney, author and activist Phyllis Schlafly. Bonanguras article was reprinted by permission from National Review, in which it originally appeared.
Malcolm A. Kline is the Executive Director of Accuracy in Academia.
If you would like to comment on this article, e-mail firstname.lastname@example.org.
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Common Core is rubbish.
This is politically influenced teaching methodology, which doesnt’ work well for mathematics.
Decomposition” reminds me of the more political “Decontruction,” which frequently appears when leftists wish to find reasons to criticize.
If education were market-based, different schools would be able to employ different approaches from one another, and the schools would graduate kids that functioned at higher and lower levels than one another. Eventually, it would become clear that students attending schools with certain approaches did vastly better than schools adopting other approaches, and the latter would either change their approaches, or go out of business. But, instead, under the current coercive scheme, *all* schools must adopt the latest fad, and all kids will be subject to it whether it is good or not. Apparently, it is better to have all the kids fall behind than have some of them fall behind, and this without any hope that the future will rapidly evolve into one in which almost every student will succeed, because the good approaches will be rapidly identified.
Gee, flash cards worked great for my kids. They excelled at math all the way to calculus and differential equations. How? They had (a) performing teachers and (b) parents that cared and helped.
Liberalism is...as liberalism does. A true horror story.
Why fingers? It is so much better than giving the little darlings little wood cubes that just might get thrown awound the room, <^..^>
Just my opinion: support of "common core" math should be diagnosed as a psychiatric disorder.
There is a mistake here.
It should be “13 3 - 1 = 10 1 = 9”.
Set the kid up to fail. NICE
I know that what worked for me and others in kindergarten/1st grade back in the mid-50s were the dot pattern cards, much like dominoes, that we used to count and learn numbers. I still occasionally visualize those cards/patterns when counting even though I am long past that point in numbers and math. An we memorized multiplication tables before we actually got into the mechanics of multiplication. This is why we started learning to calculate in other bases like base 8 or base 16 as early as the 4th or 5th grade. Early on, kids are usually much better with patterns and images for learning numbers than learning the computations from the start. You learn to count before you learn to add, subtract, multiply, or divide.
When one has a talent for math, one demonstrates that talent by engaging in a profession which uses that math to create, improve, test, and study.
When one has no talent for math, one pretends they have talent by obtaining a degree in “education” and fosting an absolutely laughable system on unsuspecting students and parents. (I know well that there are many excellent math teachers out there...but that excellence came from the teachers themselves, not from the laughable courses they had to take in a joke of a school of “education”.)
There is a lib arts analog on the reading side...when one knows language, they teach phonics. When one knows nothing, we get “see and say”.
Best way to improve our schools is to kick out, eliminate, hang, drown, flush, dispose of, etc anyone with a mere degree in education only. (Nothing wrong with courses showing good approaches for children, but if you want your child to know history, it might be a good thing for the teacher to actually have studied a bit of it.)
If you feel good about your answer, it's correct!
What the heck is THAT?
Yep.Today all you need is something like Khanacademy.org.
Public schools are a 19th century paradigm that outlived its usefulness in the late 20th century.
Last time I checked, 10 is still a 2 digit number.
It’s grammar school math. The author stated incorrectly that
“13 3 = 10 1 = 9” and I corrected him.
Now, apparently, we need to reinvent the process?
As a math teacher has explained to me, Common Core Standards still do not teach students how to make change from paper money.
You’re equation is correct. Odd that others can’t see it.
I cant see how 13-3-1= 10 unless you work backwards and deduct 1 from 3 first then reason that there is now 2 left to deduct from 13. But, then you'd be left with 11. However going the other way it looks like 9 to me.
I still relate to the old vertical columns that have worked since someone figured out numbers.
That simple basis did me well my entire life and I just completed another year without using Algebra once.
“Just my opinion: support of “common core” math should be diagnosed as a psychiatric disorder.”
Best line I’ve ever seen about this mess! I think it’s designed to dumb-down kids and to totally discourage them about doing math. My friend has an MBA in managerial accounting and offered to tutor my 10-year-old granddaughter. My friend couldn’t make sense of it!!!
I knew one teacher who used jelly beans. I asked why and was told, "a jelly bean is easier to get out of the nose then a dry bean."
That skill is a relic of the buggy whip era. It's the job of the cash register now. /s
Warped ? Is that a new ‘math’ term ?
Thus 13 4 is warped into 13 3 = 10 1 = 9.
I see (says the child).
We take away 3 from 13, because 13 has a three in the second position. That leaves 10. Next we take away 1 from 10, because 13 has a 1 in the first position. We don’t need the zero, because zero is nothing.
A second method is to add 1+3+4 = 8, then add another 1 because that is the difference between 3 and 4, so
See ? Simple.
Educating the kids is NOT the goal.
Socially indoctrinating them is the goal,
and that’s why the “curriculum” is so sloppy.
They just didn’t care.
What is more abstract than the concept of place value?
I was born in 1939. My parents taught all of us kids the alphabet & our ‘numbers’ before we even went to school.
We went to a one room school in rural Wisconsin.
We all got good grades. I was an honor student in high school. I went to night school for accounting classes when I was 29-33.
We learned with ‘flash-cards’ and we learned to memorize doing numbers.
Kids today are being cheated, IMO.
13-3 does not equal 10-1 as indicated by the equations.
13-3-1 does not equal 10 it equals 9. Ugh!
I also disagree with the author’s premise.
You can teach kids that to subtract 4 from 13 first you take away 3 “things” then you take away 1 “more thing”. It’s an “abstraction” kids can deal with.
I don’t know much about “Common Core”. But you should not only teach kids tables but also teach them how to think.
A convenience store chain near me has recently changed their registers to deliver the coins into a tray, so the cashier only hands back bills.
People are unaware of the recent changeover, so they forget the coins.
So far I've made about twelve bucks on the deal.
sadly, i still use my fingers! math was never my strong point no matter how hard i tried :(
I understood place value without having to decompose anything.
It’s all about the massive data base. . . .common core is just a vehicle to get the wheels in motion.
I don’t really understand what the hell they’re talking about. I was taught addition and subtraction in much the same way I understand the subject today. I taught my daughter and am teaching my granddaughter the same way I was taught. My father put some marbles on the table and taught by showing the result of adding more marbles and taking away marbles. Absurdly simple and very effective. Division and fractions can be introduced the same way. My teachers used it to introduce each of those subjects. That was some 60+ years ago.
It's the New Math, all over again.
Same idiots, different, newer batch.
You just can't fix stupid.
Every new generation of professional educators (the dregs of the university population) believes that civilization begins when they are born, and that they have all the answers, and they all try (incompetently) their "new" thing, and they all fail.
The true and tried methods of several hundred years are abandoned, and they screw things up all over again.
Unless parents get serious and lean on their individual school boards, this stupid process will keep repeating forever.
Another new teacher heard from?
All Common Core does is confuse and blur truth and discourage true learning (makes children “feel” stupid because of lack of logic) and it is boring (”Jump, Jane, Jump” and “informational texts” of PETA, Global Warming radical indoctrination).
G. K. Chesterton stated a hundred years ago....” The purpose of compulsory education is to deprive the common people of their commonsense.” Dennis Prager stated that the longer children are in schools (PhDs) the more irrational they become.)
G.K.C. also stated, “Education is simply the soul of a society as it passes from one generation to another.” Our schools quit being that when John Dewey kicked out the Bible and Classical curricula to erase all the greatest ideas and Traditions in our children so they could posit irrational Postmodernism/alienation themes of “hate America” (Capitalism, Christianity).
“13 3 = 10 1 = 9”
There is no more powerful symbol in all of writing in any language than the equal sign.
Look at what these ‘educators’ are doing with it:
‘13-3 = 10 - 1’
What in the name of communication and clear understanding is the idea of the above collection of characters?
Orwell, may God rest his prescient soul. A man dead at 48 not so much out of misfortune at a life cut short, but out of the mercy of a God that would not subject him to witness the inexorability of his prophesies.
Now, finally, 2 + 2 indeed now somehow equal 5.
In programming you see this all the time:
count = count + 1;
Now how can something equal itself plus unity?
This is why the syntax was changes to:
which means the same thing.
We started giving our daughter an allowance when she was three. Pennies at first, graduating to nickels, etc as she got older. She would count her stash regularly as part of play time. She had counting, adding, subtracting and reading all mastered by the time she started kindergarten. By the third grade she could make change better than 90% of the McDonald's crowd, without benefit of a fancy computerized cash register.
All without pressure, unreasonable expectation, or schizophrenic teaching methods changing every year.
Yes daily personalized attention and challenges have always been a parent's primary duty. It's always possible, even when both parents work.
What is most parents' present priority? Zombie fancy cell phones! Going out these days and watching adults is really scary! No wonder kids are mostly self-centered zombies, too.
Unless you forgot the < /s> tag.
Math never came easily to me, but I managed math through integral calculus, and 40+ years as a competent civil engineer.
Your "simple" comment made me laugh out loud.
Hello retired math teacher. When my son was going through his primary school years in Hawaii, he had the benefit of 10 extra digits. He refused to wear shoes to school like his Hawaiian buddies :)
Math was never his best subject, so I started reading Piaget and Montessori and learned that children go through developmental changes when it comes to number and order.
As you well know, if you show a picture of an assortment of flowers ( a majority of which are roses) to a child and ask “Are there more roses in the picture or more flowers ?” Almost all kids will answer with ‘roses.” That is one of Piaget’s elemental stages of number conservation.
The point being that Common Core does not seem to acknowledge the great work of Piaget and confuses children’s understanding of grouping which is already not yet fully formed.
Children are unbelievable mind mops in their primary years. Rote and memorization work best and understanding can come later.
I agree with the point of the article I disagree with the poster’s choice to pimp his blog. Clear enough for you?