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I'd love to see the geometric proof that says the sum of all angles of a triangle is 179 degrees. That and 4*3 = 11 are similar wrong equations.
Well they get credit for following the steps and knowing what to do.
I personally would mark it wrong. They are supposed to go back and check their work and prove the answer is correct.
How would you like that kind of math done on your pension or checking account ?
Well they get credit for following the steps and knowing what to do.
I personally would mark it wrong. They are supposed to go back and check their work and prove the answer is correct.
How would you like that kind of math done on your pension or checking account ?
Or a BRIDGE?
That type of teaching is a JOKE. In the REAL WORLD, you don't get credit for being wrong. People DIE if you supposedly took all the right reasoning steps but got the answer WRONG.
I cannot believe how corrupted education has become.
Well they get credit for following the steps and knowing what to do.
I personally would mark it wrong. They are supposed to go back and check their work and prove the answer is correct.
How would you like that kind of math done on your pension or checking account ?
But there aren't any steps that would result in <A + <B + <C = 179 degrees in a triangle or that multiplying 4 and 3 = 11. The steps of more involved geometry and algebra problems are based on postulates or absolutes. The how and why becomes important in those advanced problems, but it doesn't erase the fundamental rules on which the solution must be based to be correct. Before a simple multiplication table problem like 4*3 = 12 is memorized, the student should have already have a solid background in addition and be able to explain that adding 4 + 4 + 4 = 4*3 and that multiplication is just shorthand addition. Once they know that, it is best to memorize the multiplication tables so that they can move on to more advanced calculations. Does anyone really want a beginning algebra student to be using a number line when they solve 4X ^2 + 8 = 24? They had better at that point know how to quickly subtract 8 from 24, divide by 4 and take the square root of 4. Common Core complicates this.
That type of teaching is a JOKE. In the REAL WORLD, you don't get credit for being wrong. People DIE if you supposedly took all the right reasoning steps but got the answer WRONG.
I cannot believe how corrupted education has become.
It is designed to create The Bureaucratic Mind.
When the answer is wrong, it can be adjusted to be right with the simple application of force or extortion or favors.
Mostly Democrats have been responsible for the dumbing down of children and college students for decades and they have unfortunately been very successful.
But there aren't any steps that would result in <A + <B + <C = 179 degrees in a triangle or that multiplying 4 and 3 = 11. The steps of more involved geometry and algebra problems are based on postulates or absolutes. The how and why becomes important in those advanced problems, but it doesn't erase the fundamental rules on which the solution must be based to be correct. Before a simple multiplication table problem like 4*3 = 12 is memorized, the student should have already have a solid background in addition and be able to explain that adding 4 + 4 + 4 = 4*3 and that multiplication is just shorthand addition. Once they know that, it is best to memorize the multiplication tables so that they can move on to more advanced calculations. Does anyone really want a beginning algebra student to be using a number line when they solve 4X ^2 + 8 = 24? They had better at that point know how to quickly subtract 8 from 24, divide by 4 and take the square root of 4. Common Core complicates this.
"Givens" are soooo . . . inflexible!
You want our kids to have flexible minds, don't you?
But there aren't any steps that would result in <A + <B + <C = 179 degrees in a triangle or that multiplying 4 and 3 = 11. The steps of more involved geometry and algebra problems are based on postulates or absolutes. The how and why becomes important in those advanced problems, but it doesn't erase the fundamental rules on which the solution must be based to be correct. Before a simple multiplication table problem like 4*3 = 12 is memorized, the student should have already have a solid background in addition and be able to explain that adding 4 + 4 + 4 = 4*3 and that multiplication is just shorthand addition. Once they know that, it is best to memorize the multiplication tables so that they can move on to more advanced calculations. Does anyone really want a beginning algebra student to be using a number line when they solve 4X ^2 + 8 = 24? They had better at that point know how to quickly subtract 8 from 24, divide by 4 and take the square root of 4. Common Core complicates this.
But that is not deep understanding of the number system. That's just repeating rote memorization of "math facts". You have to answer WHY not HOW.
Common Core is bringing abstract thinking down into the elementary grades.
This abstract thinking is pure Math. In pure Math you explore the WHY behind the WHAT and HOW.
I had about 36 credits of college Math under my belt when I started on my pure Math classes.
Pure Math involves proofs.
Do we really want to get into number theory with third graders ?
When the answer is wrong, it can be adjusted to be right with the simple application of force or extortion or favors.
Many would agree that THIS is the real world.
Explainary is the New Math.
Some think of it as an art.
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