Discussion
R8VXF said:
Vaud said:
Google "Common Core Math" - a different approach to teaching math(s) in the US that is widely derided.
It is how I have always done mental arithmetic. Probably why I am a lot better at it than those who try the hard way. That cheque makes no sense anyway.
Daston said:
Einion Yrth said:
It's for accountants, you can do the whole sum just by adding up.
Although I'm failing to detect any sane algorithm and think it may be a wind-up.
Pfft thats rubbish, we just make a spreadsheet.
Although I'm failing to detect any sane algorithm and think it may be a wind-up.
Pfft thats rubbish, we just make a spreadsheet.
As someone with a Maths degree, I'm really struggling to see the point at all...but reading about it, it's supposed to be an easier-to-use method for people who aren't that numerate.
So in other words, yet again we're dumbing-down - those who are numerate are forced to learn a longer-winded and (to me) less-intuitive process simply to help those who aren't...
havoc said:
As someone with a Maths degree, I'm really struggling to see the point at all...but reading about it, it's supposed to be an easier-to-use method for people who aren't that numerate.
So in other words, yet again we're dumbing-down - those who are numerate are forced to learn a longer-winded and (to me) less-intuitive process simply to help those who aren't...
havoc said:
Daston said:
Einion Yrth said:
It's for accountants, you can do the whole sum just by adding up.
Although I'm failing to detect any sane algorithm and think it may be a wind-up.
Pfft thats rubbish, we just make a spreadsheet.
Although I'm failing to detect any sane algorithm and think it may be a wind-up.
Pfft thats rubbish, we just make a spreadsheet.
As someone with a Maths degree, I'm really struggling to see the point at all...but reading about it, it's supposed to be an easier-to-use method for people who aren't that numerate.
So in other words, yet again we're dumbing-down - those who are numerate are forced to learn a longer-winded and (to me) less-intuitive process simply to help those who aren't...
But like phonics, etc, it shouldn't be "this is the way you do it" - teaching is about giving kids a set of tools and find what works for them. Too much prescriptive teaching...
Edited by Vaud on Tuesday 29th September 17:40
LordGrover said:
^^ I think the quoting's gone a bit awry so not sure to whom I'm addressing this... 
It's another method for doing arithmetic for very young children. It's not a replacement for established, traditional methods and algorithms.
See this video: click.
It appears to be based on the idea that addition is easier than subtraction. Which (and it's possibly just me), is the same level of difficulty.It's another method for doing arithmetic for very young children. It's not a replacement for established, traditional methods and algorithms.
See this video: click.
Munter said:
It appears to be based on the idea that addition is easier than subtraction. Which (and it's possibly just me), is the same level of difficulty.
Blackadder: Right Baldrick, let's try again shall we? This is called adding. If I have two beans, and then I add two more beans, what do I have?Baldrick: Some beans.
Blackadder: Yes... and no. Let's try again shall we? I have two beans, then I add two more beans. What does that make?
Baldrick: A very small casserole.
Blackadder: Baldrick, the ape creatures of the Indus have mastered this. Now try again. One, two, three, four. So how many are there?
Baldrick: Three.
Blackadder: What?
Baldrick: ...and that one.
Blackadder: Three and that one. So if I add that one to the three what will I have?
Baldrick: Oh! Some beans.
Blackadder: To you Baldrick, the Renaissance was just something that happened to other people, wasn't it?
JonRB said:
Blackadder: Right Baldrick, let's try again shall we? This is called adding. If I have two beans, and then I add two more beans, what do I have?
Baldrick: Some beans.
Blackadder: Yes... and no. Let's try again shall we? I have two beans, then I add two more beans. What does that make?
Baldrick: A very small casserole.
Blackadder: Baldrick, the ape creatures of the Indus have mastered this. Now try again. One, two, three, four. So how many are there?
Baldrick: Three.
Blackadder: What?
Baldrick: ...and that one.
Blackadder: Three and that one. So if I add that one to the three what will I have?
Baldrick: Oh! Some beans.
Blackadder: To you Baldrick, the Renaissance was just something that happened to other people, wasn't it?
Sir! Sir! Is he allowed to post that here ? It's a...erm...what do they call it again...oh yeah..it's a JOKE! I haven't seen one of them for pages and pages.Baldrick: Some beans.
Blackadder: Yes... and no. Let's try again shall we? I have two beans, then I add two more beans. What does that make?
Baldrick: A very small casserole.
Blackadder: Baldrick, the ape creatures of the Indus have mastered this. Now try again. One, two, three, four. So how many are there?
Baldrick: Three.
Blackadder: What?
Baldrick: ...and that one.
Blackadder: Three and that one. So if I add that one to the three what will I have?
Baldrick: Oh! Some beans.
Blackadder: To you Baldrick, the Renaissance was just something that happened to other people, wasn't it?
Einion Yrth said:
havoc said:
As someone with a Maths degree, I'm really struggling to see the point at all...but reading about it, it's supposed to be an easier-to-use method for people who aren't that numerate.
So in other words, yet again we're dumbing-down - those who are numerate are forced to learn a longer-winded and (to me) less-intuitive process simply to help those who aren't...
Agree with the comment above about overly-prescriptive teaching...had an interesting chat yesterday with our Divisional Training Manager, talking about the different styles of learning (visual, auditory, kinesthetic, ...) and how to be truly effective teaching/training something you need to be able to explain it in different ways to the different 'audiences'...
...which seems to be something our beloved Dep't of Education have forgotten about!
havoc said:
Agree with the comment above about overly-prescriptive teaching...had an interesting chat yesterday with our Divisional Training Manager, talking about the different styles of learning (visual, auditory, kinesthetic, ...) and how to be truly effective teaching/training something you need to be able to explain it in different ways to the different 'audiences'...
...which seems to be something our beloved Dep't of Education have forgotten about!
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