Collecting data vs. interpreting it.
I. From the 2nd grade TERC/Investigations curriculum [click to enlarge]:
II. From the 2nd grade Singapore Math curriculum [click to enlarge]:
III. Extra Credit
What do Singapore 2nd graders miss out on by skipping the data-collection step?
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6 comments:
The opportunity to practice Spanish first names! I'm so disappointed that not one of the children on the first sheet is in a wheelchair or Uzbekistani. Clearly the diversity committee didn't spend enough time on this page. To be fair to them, though, I don't think the mathematics committee spent any time on it.
It's not even data collection, the data is already right there. It's data repetition.
Aw, shucks, there I was, all ready to feel all piss and vinegar about this silly assignment ... and there they have my name as one of the data points! How can I be angry at that?
Maybe these diversity people are on to something.
Not everything taught with Primary Mathematics is in the textbook. Certainly some data collection (actual collection) and lining up tokens and filling in charts can be the concrete introduction to the lesson. They just move on to the interpretation more quickly and focus more on the math involved. In schools they don't just do the textbook and workbook and nothing else. The difference is more that they move on to more abstract more quickly.
The difference is more that they move on to more abstract more quickly.
They also don't waste students' time with "data repetition". They also give more challenging problems after they "move on".
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