Nothing, that is, except for a societal predilection to think that mathematics is too much effort for too little value.
I suspect that that predilection is probably as important as any flaws in curriculum in explaining why so many students do so poorly at mathematics.
On Mon, Nov 5, 2012 at 12:36 PM, Robert Hansen <email@example.com> wrote:
> I've certainly thought of this before. Weighing heavily against this > suggestion is the sheer size of my sample. If what you say is possible, and > considering that students are socially promoted, we would have seen some > evidence. I mean, nothing stops a student from not getting arithmetic and > then going on to be successful with algebra. I started the study looking > for such anomalies. > > Bob Hansen > > On Nov 2, 2012, at 2:06 AM, Louis Talman <firstname.lastname@example.org> wrote: > > > Your "natural progression" completely ignores a significant > possibility: The primacy of arithmetic is simply an artifact of a > curriculum that denies entry to those who haven't acquired proficiency at > arithmetic. >
-- --Louis A. Talman Department of Mathematical and Computer Sciences Metropolitan State College of Denver