tag:blogger.com,1999:blog-6570061087276796800.comments2016-05-28T22:35:10.736-04:00Out In Left FieldKatharine Bealshttp://www.blogger.com/profile/02838879769628392605noreply@blogger.comBlogger4728125tag:blogger.com,1999:blog-6570061087276796800.post-21931573068844033172016-05-28T22:35:10.736-04:002016-05-28T22:35:10.736-04:00Explaining your answer is something that Katharine...Explaining your answer is something that Katharine and I explored in <a href="http://www.theatlantic.com/education/archive/2015/11/math-showing-work/414924/" rel="nofollow">an article in The Atlantic.</a> It didn't go over well in some quarters.Barry Garelickhttp://www.blogger.com/profile/01281266848110087415noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-2745017683402249692016-05-28T12:10:20.074-04:002016-05-28T12:10:20.074-04:00Once you develop good number sense around fraction...Once you develop good number sense around fractions, you tend to forget the verbiage that explains what you're doing in words (as opposed to arithmetical expressions). So someone with really good number sense will take longer to deliver the explanation that's expected here, and will feel frustrated by being expected to do this kind of explaining over and over.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-74827803852365182892016-05-27T12:01:15.215-04:002016-05-27T12:01:15.215-04:00Pet peeve: "n times more than" != "...Pet peeve: "n times more than" != "n times as much as". If the new dog needs to eat 2 times more than food than the first dog, then the new dog eats 3 times as much food. So the first dog eats 1/3 cup, and the new dog eats 3*1/3 (or 1/3 + 2 * 1/3, if you prefer) = 1 cup. Therefore, both answers given are incorrect.<br /><br />That said, if the test author really meant "twice as much food as", then I would be furious at having points taken off for the second answer. 1/3 IS the same as 2/6.GoogleMasternoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-40662559489667720612016-05-25T10:49:40.567-04:002016-05-25T10:49:40.567-04:00Those interested in a "third-way": somet...Those interested in a "third-way": something that isn't either standard IQ-type intelligence (testing) or the 'non-cognitive skills' mentioned in your post should look at the work of Keith Stanovich and his collaborators on (evaluating) "rational thought". References (ones which I have electronic versions of) include<br /><br />"Education for rational thought", M.Topiak, R.West, K.Stanovich, in Kirby, John R., and Lawson, Michael J., eds. Enhancing the Quality of Learning. West Nyack, NY, USA: Cambridge University Press, 2012.<br /><br />Rationality & the reflective mind,Stanovich, Oxford UP, 2011, especially Chapter 10, "The assessment of rational thought", Stanovich, West, Topiak.<br /><br />"Intelligence and rationality," Stanovich, West, & Toplak, (2012). <br />In R. Sternberg and S. B. Kaufman (Eds.), Cambridge handbook of intelligence <br />(3rd Edition) (pp. 784-826). Cambridge UK: Cambridge University Press.<br /><br />"On the Distinction Between Rationality and Intelligence: Implications for Understanding Individual Differences in Reasoning," Stanovich, in The Oxford Handbook of Thinking & Reasoning, Holyoak & Morrison, eds., 2012.<br /><br />What Intelligence Tests Miss: The psychology of rational thought, Stanovich, Yale UP, 2009.<br /><br />--Rob Chametzky<br /><br /><br /><br /><br /><br /><br /><br />Rob Chametzkyhttp://www.blogger.com/profile/04943531685307739334noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-80506039731424088452016-05-24T20:36:52.920-04:002016-05-24T20:36:52.920-04:00That article was truly frustrating. There was no t...That article was truly frustrating. There was no thoughtful discussion at all, and it was supposed to be an article, not a FB post. <br /><br />I sometimes wonder if I get upset about the FC/RPM/. . . just because it is so unscientific (and, something that's unscientific, but harmless, like talking to plants and thinking it makes them grow is not particularly bad). But, these methods aren't harmless. There's clearly an enormous danger in allowing one person to become the conduit for communications of another. <br /><br />zbAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-56670712174672176242016-05-23T23:01:19.712-04:002016-05-23T23:01:19.712-04:00This comment has been removed by the author.Jason Travershttp://www.blogger.com/profile/14091120155038114238noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-92227384028631228882016-05-23T23:00:54.402-04:002016-05-23T23:00:54.402-04:00Oh how much I appreciate these nuggets of informat...Oh how much I appreciate these nuggets of information. I've been closely following the return of facilitated communication and this new version, rapid prompting method. Thank you for sharing. And thank you OILF for this post; this bogus story has gone viral and deserves criticism. Jason Travershttp://www.blogger.com/profile/14091120155038114238noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-56616140144038612702016-05-23T21:03:31.417-04:002016-05-23T21:03:31.417-04:00Saw Gordy in the Life and Style section of my Fair...Saw Gordy in the Life and Style section of my Fairfax Media website Friday last [20.5.2016].<br /><br />Checked the journalist out. [Washington Post Online ... Cody subsequently wrote an article about the aged].<br /><br />And quite right - this "fifty years of practice".<br /><br />(Grandin is a very sensitive and affectionate person - remember the Rimland which her mother checked "by the age of five"? And her writings for her marriage and family class in particular in the late 1960s-early 1970s).<br /><br />And yes, she did/does have "an abrasive attitude".<br /><br />Which is not in the same ballpark as a lot of the passivity encouraged by the Rapid Prompting Method.<br /><br />I had known about Growing Kids Therapy for anything up to two years [late 2013-early 2014] and the Vosseller sisters and what they were doing.<br /><br />At the moment the students there are doing an inclusion-themed performance with a local school. There was significant input and output into the screen writing. DISPATCHES FROM THE ROLLERCOASTER [28 January 2016: Growing Kids Therapy].<br /><br />I found it interesting that Gordy's cause and his family's cause was police training.<br /><br />I wondered if the officer Reyes was a relative to Lisa and Phillip Reyes. Phillip uses Rapid Prompting Method.Adelaide Duponthttp://www.blogger.com/profile/01490123934889071074noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-46460330771422020052016-05-20T09:28:02.634-04:002016-05-20T09:28:02.634-04:00I completely agree with Auntie Ann that far too fe...I completely agree with Auntie Ann that far too few elementary school teachers are comfortable with math, let alone adept at handling difficult math problems or proofs. The same can be said of most of their supervisors and administrators who are easily suckered into shallow, spiral programs like EM. Few of them will be able to effectively teach/supervise higher quality math text book material without serious professional development in math content; such preparation should be required for either certification but unfortunately is currently not addressed at all in PA or most other states.<br /><br />I am pleased to report that the petitioner's concerns are being taken seriously and I have copied her update below from <br />https://www.change.org/p/central-bucks-school-district-encourage-cbsd-to-abandon-everyday-math <br />Leigh Lieberman<br /><br /> PETITION UPDATE A step in the right direction...<br />Cheryl Giacomelli <br />MAY 19, 2016 — At last evening’s CBSD Curriculum Meeting, Math Supervisor, Richard Kratz recommended CBSD not immediately adopt Everyday Math 4. He provided a comprehensive three year plan that includes piloting other math programs, in addition to EM. Mr. Kratz shared he and the committee are dedicated to ensuring Central Bucks adopts a math curriculum that best serves our district. He emphasized Everyday Math 4 is still in contention, however he and the committee want to ensure the district adopts a curriculum that is of greatest superiority. <br /><br />I commend Mr. Kratz and the committee for their dedication to this important issue. While Everyday Math is still being considered, I am hopeful our district adopts a program that most parents and students support. I believe there is a disconnect between the theory and principles behind EM and its implementation. I am certain there is no perfect program, and I understand it is impossible to please everyone, however when so many highly educated parents voice concerns it is important the district listens. I feel the district and Mr. Kratz have taken this issue very seriously and they are committed to adopting a math curriculum that will best serve our students. I appreciate their professionalism and dedication regarding this. <br /><br />Please continue to share this petition and share your experience with EM in the comments. Thank you for your support.Leigh Liebermannoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-59850062232126405892016-05-19T11:04:45.313-04:002016-05-19T11:04:45.313-04:00The difference is that the former is a compound no...The difference is that the former is a compound noun. For clarity, I'm not bracketing individual lexical items.Katharine Bealshttp://www.blogger.com/profile/02838879769628392605noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-7985626163751582502016-05-19T10:43:53.598-04:002016-05-19T10:43:53.598-04:00Your parse looks inconsistent to me. If you'v...Your parse looks inconsistent to me. If you've got<br /><br />[the lazy [prairie dog]]<br /><br />don't you need<br /><br />[the quick brown [fox]]<br /><br />?FedUpMomhttp://www.blogger.com/profile/00951858601020687242noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-52158438641911437732016-05-17T15:21:35.028-04:002016-05-17T15:21:35.028-04:00It is the fear of mathematical rigor on the part o...It is the fear of mathematical rigor on the part of teachers, most of whom were humanities majors, as well as ed school faculties, that is at the root of much of the problem with math today. <br /><br />I doubt there are many teachers teaching in K-8 who ever really enjoyed working their way through difficult math problems or proofs. Since so many never found enjoyment there, they assume that no student should ever be asked to do such things. Instead, they work to make math "fun" by reducing rigor, practice, depth, and level of challenge.Auntie Annhttp://www.blogger.com/profile/05777983027361603449noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-54806045862151487612016-05-16T21:25:37.063-04:002016-05-16T21:25:37.063-04:00I've been a regular reader of this blog for ye...I've been a regular reader of this blog for years, but I've never felt the need to comment until now. I attended Linden Elementary, Lenape M.S. and C.B. West between the years of 1998 and 2011. I went through six years of the Everyday Math curriculum. When I went into Kindergarten, my parents had taught me to do math on a second grade level; when my school began tracking students for mathematics, I was placed into the lowest level. I didn't know how to multiply large numbers (by any algorithm!) until I taught myself halfway through fifth grade.<br /><br />My goal, from the fifth grade on, was to complete CBSD's mathematics sequence because I felt that I had been wronged by not being put into the advanced math track. I came close; I managed to complete up through AP Calc AB. That said, it was not an easy feat to accomplish. The Everyday Math curriculum had left a number of holes in my mathematical foundation. My math education between the grades of seven and nine (prealgebra through algebra 2) was better than in elementary school, but by that point I had just assumed that I was bad at math. High school followed similarly, although I was at least able to get an A in geometry, thanks to the wonderful pedagogy of my teacher.<br /><br />There is a happy ending here though. While a junior in college I decided on a lark that I would take a discrete math class; I finished that course with one of the highest grades in the class. The professor encouraged me to complete a mathematics minor. I did, and I discovered that there are few things I enjoy more than the rigor of proof. However, it took until I was 20 before I had that confidence. My entire life I had wanted to be a scientists, and it was a struggle growing up to think (and to have other people around you suggest) that that wasn't going to be able to happen because I hadn't been tracked into the advanced math classes, where all of my friends were. I can't imagine how many other children were put into a position similar to mine, who didn't find the chutzpah to work through that setback.<br /><br />This is one petition I will definitely be signing.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-73093836392672593222016-05-13T22:22:53.477-04:002016-05-13T22:22:53.477-04:00Shouldn't a conceptual explanation contain som...Shouldn't a conceptual explanation contain something about place value?treehousekeepernoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-40241718634816567822016-05-12T17:53:47.277-04:002016-05-12T17:53:47.277-04:00Did anyone notice two digits were inverted at the ...Did anyone notice two digits were inverted at the bottom of the worksheet?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-21557318062976676302016-05-10T14:01:24.959-04:002016-05-10T14:01:24.959-04:00Is it typical for excessively politically correct ...Is it typical for excessively politically correct people to ever say something isn't politically correct?Coldnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-20172549324179204462016-05-10T04:37:04.861-04:002016-05-10T04:37:04.861-04:00"You’re website is politically incorrect"..."You’re website is politically incorrect"<br /><br />Shouldn't that be: "your website has politically incorrectness"?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-14016728864754520842016-05-09T16:28:26.854-04:002016-05-09T16:28:26.854-04:00I reject that idea that it's somehow shameful ...I reject that idea that it's somehow shameful to be autistic. It's a clinical description, a neutral adjective. <br />I'd as soon call an introvert "a person with introversion" as feel guilty for using the word "autistic."C Thttp://www.blogger.com/profile/01178189190498225759noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-43378235312426077122016-05-09T11:54:42.587-04:002016-05-09T11:54:42.587-04:00Re "person with autism" vs. "autist...Re "person with autism" vs. "autistic person", ASAN prefers the identity-first designation: http://autisticadvocacy.org/home/about-asan/identity-first-language/Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-54666239232891921312016-05-09T10:47:44.778-04:002016-05-09T10:47:44.778-04:00I agree. An actual proof of this would be hard. Th...I agree. An actual proof of this would be hard. The question also isn't asking about whether the answer is ever a whole number, but a "rational" number. So you'd have to prove that the sqrt(n^2 + 1) can never be expressed as a fraction, which is a whole different level of complexity.Auntie Annhttp://www.blogger.com/profile/05777983027361603449noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-41069722255542259722016-05-07T05:40:09.013-04:002016-05-07T05:40:09.013-04:00@Anonymous May 6, 2016 at 9:29 AM
Multiplication ...@Anonymous May 6, 2016 at 9:29 AM<br /><br />Multiplication in Spanish is "multiplicación". Why would such an obvious cognate be difficult to learn in English?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-30211720394102273092016-05-07T00:29:38.417-04:002016-05-07T00:29:38.417-04:00I consider the alleged complete answer to be compl...I consider the alleged complete answer to be completely non-responsive to the question and would mark it as such were I grading this test. As I read it, the question is asking the student to prove that the square root of the sum of a perfect square and 1 can never be rational. The 'answer' does not do this, but rather, as you point out, merely asserts that all the hypotenuses in the table are irrational, without demonstrating or explaining why this must be so. <br /><br />A responsive answer would have to demonstrate 1) that none of the hypotenuses outlined in the problem can be perfect squares and 2) that the square roots of integers that are not perfect squares must be irrational. <br /><br />I am currently homeschooling my 6th grade daughter using Art of Problem Solving Prealgebra and we have covered irrational numbers, square roots, and properties of right triangles. She might quickly be able to perceive that the hypotenuses can not be perfect squares (I would not be surprised to see such a question in AoPS), but to put that insight into clear explanatory sentences would be time-consuming and she would not finish the rest of the test. <br /><br />Moreover, although my daughter might be able to follow a proof that the square roots of non-perfect squares must be irrational, I would have no expectation that she could develop such a proof on her own. It would be a truly exceptional 8th grader who could come up with such a proof while taking a test and still have time to answer any other questions. <br /><br />I would be curious to know how the graders for the test would rate an answer saying that all the hypotenuses in the table must be irrational since the square of the given hypotenuses can never be a perfect square, and that the square root of integers that are not non-perfect squares are irrational.Stevenhttp://www.blogger.com/profile/05538580578315800416noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-10908736598790190272016-05-06T09:29:55.535-04:002016-05-06T09:29:55.535-04:00At our school, even our teachers say "times i...At our school, even our teachers say "times it" instead of "multiply it," and "minus it" instead of "subtract it."<br /><br />We have a huge English-as-a-second-language population, which might be influencing why the teachers don't use "multiply" and "subtract." But our neighborhood, city, state and nation also has a huge Spanish speaking population, so this change could very easily be going on at a more national level. <br /><br />The other day, my daughter told me that 3 out of 4 of the 6th graders in her group didn't have any idea what "arithmetic" meant.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-67021145091430466132016-05-06T00:41:39.205-04:002016-05-06T00:41:39.205-04:00Then there's the use of "anymore" in...Then there's the use of "anymore" in the affirmative context, as in ""Anymore we watch videos rather than go to the movies." That's currently in use and likely to be increasingly accepted.Barry Garelickhttp://www.blogger.com/profile/01281266848110087415noreply@blogger.comtag:blogger.com,1999:blog-6570061087276796800.post-84132999293736585562016-05-05T16:23:46.849-04:002016-05-05T16:23:46.849-04:00My Webster's Collegiate dictionary says that &...My Webster's Collegiate dictionary says that "gift" as a verb dates to 1550. Granted, that's a bit later than the 12th century origin of the noun gift, but that hardly makes it a new development. Anonymousnoreply@blogger.com