This "Common Core" sounds like GCSEs. GCSE`s were designed to produce a different grade curve to the old O levels. O levels couldn`t tell the difference between someone who was a failure due to lack of interest from a person who was a failure due to mental retardation, it just gave a failing grade. With GCSEs if you (usually) showed up and wrote your name and handed in something, even a puddle of drool on your weekly coursework, you could get a G grade, which simply meant you had showed up. The only way to not get a passing grade was to fill your paper with hate speech (you were awarded an X grade) or not show up and then you are awarded a U grade.

The only way you can grade actual retards (as opposed to no-shows, people on drugs and conscientious objectors to education) on a high-school paper is to see if they can circle or cross out things that do or don`t match the description, then count up the number of circles and crosses.

Liberals aren`t done screwing up our kids with just uniformity and lock-step regimentation to political correctness. Now they want to fill our kids heads up with so much other nonsense that there is no room left for parents values or original thought.

You`re all missing the point. Japanese students do a multiplication table in a very different way than we do, and it can be time consuming. That`s why she`s upset. Don`t know about the corporations on this particular issue, but I wouldn`t doubt it.

There is a difference between knowing the multiplication tables, addition facts, learning long division by wrote method, etc. and UNDERSTANDING foundational concepts such as the distributive property of multiplication. Common core has completely switched the focus in math from wrote memorization to understanding. For those that never really understood how math works this is frustrating.

Marking the method of the solution wrong is valid when the students were told to work the problem in a specific way. This is often required when teaching students fundamental concepts.

dang007: No, it`s wrong to mark a correct answer incorrect just because of technique. Especially when the technique being taught is not only more time consuming but also esoteric. Most people are not going to become math nerds, forcing complex algorithms and concepts on young kids is idiotic.

" it`s wrong to mark a correct answer incorrect just because of technique."

I abandoned following a path of mathematics, which I loved, because my answer was correct but lost points because I skipped writing down steps that I did in my mind.

Not if the TECHNIQUE is the point. The issue is that too many students make it to college having learned wrote memorization to solve specific problems without every understanding why such techniques are valid. I spend half my time reteaching students WHY something they supposedly learned how to do in high school works so that they can apply the CONCEPT to new problems.

In the specific example of the video the point is to begin to understand the concept of SETS. Not multiplication / division tables.

>>>I abandoned following a path of mathematics, which I loved, because my answer was correct but lost points because I skipped writing down steps that I did in my mind. <<<

So you would rather stick it to the man than pursue your dream???

Reminds me of when we were learning how to use cards to feed a simple math problem (like 5+10 -3 *4) to a computer (yeah, I`m ancient). I put the entire calculation on one card but the teacher wanted a separate card for each operation. I thought it was silly to split it up when it all fit on one card but he wasn`t happy about that. I suppose I missed the point of the lesson but the teacher didn`t explain it well, then. In real life, my way is more efficient.

In my college writing class, I used to get graded on my SCRATCH paper volume. I never understood how I could get an A on a paper but a C on my scratch papers because the teacher felt I didn`t rewrite everything enough. Why be penalized for being able to write something well on the first or second draft? When I asked that in class, the teacher`s face turned bright red in anger, lol. Now with computers, they can`t grade that way anymore.

dang007: Technique my score points at the Olympics, but not in the real world. A person`s boss isn`t going to give 2 sh|ts about how you got the correct answer, just so long as it is correct.

Ill be the first to admit that I suck at math. terribly. But even my small mathematical intellect knows that if the same answer can be achieved in two steps ,rather than 90 steps, and it is indeed the correct answer, then the two step method is more efficient and easier to learn, therefore better.

- Common Core is bad m`kay
She figured it out, but I can`t for the life of me understand how or why she did what she did.

This woman hits the nail on the head though.

Synesthesia

The only way you can grade actual retards (as opposed to no-shows, people on drugs and conscientious objectors to education) on a high-school paper is to see if they can circle or cross out things that do or don`t match the description, then count up the number of circles and crosses.

This time, I am afraid it`s true.

Marking the method of the solution wrong is valid when the students were told to work the problem in a specific way. This is often required when teaching students fundamental concepts.

I abandoned following a path of mathematics, which I loved, because my answer was correct but lost points because I skipped writing down steps that I did in my mind.

Not if the TECHNIQUE is the point. The issue is that too many students make it to college having learned wrote memorization to solve specific problems without every understanding why such techniques are valid. I spend half my time reteaching students WHY something they supposedly learned how to do in high school works so that they can apply the CONCEPT to new problems.

In the specific example of the video the point is to begin to understand the concept of SETS. Not multiplication / division tables.

So you would rather stick it to the man than pursue your dream???

In my college writing class, I used to get graded on my SCRATCH paper volume. I never understood how I could get an A on a paper but a C on my scratch papers because the teacher felt I didn`t rewrite everything enough. Why be penalized for being able to write something well on the first or second draft? When I asked that in class, the teacher`s face turned bright red in anger, lol. Now with computers, they can`t grade that way anymore.