I mentioned a nauseating one-hour session that I attended this past June. The other co-speaker was Marlene M. Lovanio, who "works for the Office of teaching and Learning for Bristol [CT] Public Schools and has been planning for full K-12 implementation of Common core State Standards since the adoption in 2010." Lovanio said that she is actively involved in "retraining" teachers and in developing problems for "assessing" CCSSM. previously, Lovanio was a Mathematics Consultant for the Connecticut State Department of Education.
Lovanio presented the following two examples of the types of problems that may be used for testing 8th-graders.
1. She showed an overhead photo of a house on a lot, with a car parked on the driveway. The students are told that the homeowner wants to re-sod the entire lot. The students are to estimate the total cost. [students are given no information about the dimensions of the lot, house and driveway; and no information about the cost of the sod. Part of the assessment is that students must make estimates about these.]
2. She showed a diagram depicting the circumference of the Earth, with children drawn all around the circumference holding hands with their arms extended. The volume of the Earth is given in scientific notation, and the students are to determine how many students would be needed to go all around the Earth.
At the end of the session, I pointed out that these problems are ill-posed and require students to make too many assumptions. I also asked why she would want 8th-grades to deal with messy numbers as in example 2. she gave some type of absurd answer.
The point is that the same people who promoted the "standards" and "reform math," without accepting any responsibility for their massive failure, are now peddling the latest rubbish.