spacious-infinity:

lovejoyjohnlock:

daniel-rosenfeld:

sunbleached-jacket:

c-a-bergamot:

redbloodedamerica:

liberallogic101:

#CommonCore This is how the Government gets the unemployment rate.

What. The. Fuck. Is. This. Shit.

what “progressive” education in america is turning into.

THE FUCK’S THIS SHIT

what the hell is that supposed to even mean? I had to read over the explanation twice, and I’m taking algebra 2.

I’m taking fucking Calculus and I don’t get what the teacher is trying to do.

8+5=13. You can’t take 2 out of 5 and have 3 left over and just sitting in the side with nowhere to go. Math doesn’t work like that. AND, MR OR MRS TEACHER, YOU CERTAINLY CAN’T ADD 3 TO 8+2 BECAUSE YOU STILL GET 13

YOU ALREADY DID 8+2=10 YOU GOT 10 WHY DO YOU ADD 3?! YOU WON’T HAVE 10 ANYMORE YOU’LL HAVE 13

WHICH IS WHAT 8+5 IS SUPPOSED TO FUCKING EQUAL

GODDAMMIT

I CAN EXPLAIN THIS!

Basically, one of the tricky things is this. We learn numbers from zero to nine, right. And a 1 is just, well. One thing. Only a single one. And then it gets sort of tricky for kids to realise that 10 isn’t 1 and 0, and therefore 1, but, well, 10.

And this, of course, gets especially bad for kids with learning troubles or math troubles, so one of the most important things in basic math you have to teach is the bit where you go from single to double digits, what that means.

So in teaching kids on how to add past ten, the way to go is to give them two numbers, say, 8 and 5 as above, and then you make them take the first one, 8, and add to that as much as will make 10 (2 in this case), and then, once you have 10, you add the remainder of the second number (3 in this case), to make thirteen.

The point of this is to make very, very clear that you are crossing a boundary here, namely the one between single and double digits, and so you stop on that boundary, to sort of … emphasise it. It’s horribly phrased, here, so. Uh.

Can you imagine an abacus or something for me? Something that has various sets of ten. So, you have one set of eight, and one of five. If you now add those two, you add enough to the first set to make it a full ten, giving you the tens, and the remainder on the second group will then tell you the ones.

(I hope this makes some amount of sense? I would offer to make a drawing or something, but class starts in five minutes.)

Uh. Yeah. I have a lot of elementary school aged cousins, and I have opinions on how to teach introductory maths, and while the phrasing here is absolutely horrible, the underlying concept is sound.