guess I am glad I teach middle school as I do not even use a text book, I know all of the PI and standards and go from there--for us there really is no book that has all of our standards and PI in one book for 7th and 8th. If I went from a text book, I would be missing certain things that we are supposed to teach. I am not so sure that a book necessarily has the mandatory curriculum--don't you have to go from the state's content and process strands? Iva Jean
In a message dated 6/18/2009 6:28:44 A.M. Eastern Daylight Time, email@example.com writes:
I want to raise a question here. Yes - we teach beyond the textbook because we have the background - but isn't the textbook supposed to represent the mandatory curriculum? If it is, then should the students be tested beyond the textbook? I don't think so.
-----Original Message----- From: firstname.lastname@example.org To: email@example.com Sent: Thu, Jun 18, 2009 12:12 am Subject: Re: Geometry Question #3
With all this discussion about question number 3 and which resource has the definitive answer.... it is important to remember that a large number of "math teachers" are, in fact, NOT math majors. The number of people who are teaching math "out of certification" is a problem that needs to be addressed. They use the student text as their "Bible," and may not have a willing and capable math mentor in their building.
The majority of the posters here are "math people" and teach beyond the textbook, because we have the background. I am really puzzled at how a history teacher who fulfilled the minimum math requirement in high school and college suddenly can teach math because there is a math position open and the history position was excessed.
And we wonder why the students don't know math ?!?
-----Original Message----- From: _MathCaryl@aol.com_ (mailto:MathCaryl@aol.com) To: firstname.lastname@example.org_ (mailto:email@example.com) Sent: Wed, Jun 17, 2009 9:55 pm Subject: Re: Geometry Question #3
I can tell you as a middle school teacher myself, I discussed or introduced dilation by negative scale factors however, it was not the item I tested. But it is possible for a student to remember a dilation of scale factor negative one. In class, I asked the students which scale factor would not change the size in the hopes of reminding them of the mult iplicative identity. I believe the discussion is worthwhile as it hopefully prevents other errors in the future. Caryl Lorandini