On Mon, Apr 16, 2012 at 12:37 PM, Robert Hansen <email@example.com> wrote: > This seems needlessly vague. Are they saying to stop stuffing AP calculus > classes with students that don't even know algebra? And what is with this > vagueness? When I have an idea the very last thing I want is vagueness. > Certainly they reviewed this statement many times before releasing it. This > causes me to believe that the vagueness here is intentional and purposeful. > Are there any straight shooters left in this club any more. > > Bob Hansen >
What's the mystery? As you've been hearing on this list, there's a groundswell of interest in what used to be called "discrete math" but which has now attracted the computer science teachers.
When it comes to readying students for college and/or the job market, there's much more than just calculus to consider.
Imagine my 4 year pre-college digital math track has been completed in more schools and you have lots of students prepared in a different way than you were.
The NCTM & MAA is / are giving the green light to my invisible STEM teacher army.
We don't think "calculus mountain" needs to be the one bottleneck / weeding / culling chute it has become.
I've been fairly meticulous in journaling the political organizing so that our detractors can't accuse us of doing it all in smoke filled back offices.
As a proud Oregonian (we use the word Cascadia too, have a flag and everything), I'm always taunting California for being so far behind, but that's more just friendly rivalry (like Stephen Colbert vs. John Stewart).
Silicon Forest is less gaga about Apple than hicks in Florida maybe -- might account for your inability to read between the lines from that distance (too much iPhone on the brain?).
OPDX / Ministry of Education Washington High School Portland, Oregon