It always irks me that every time a 'reform' program is instituted the proponents of it have to slam past practices. I take offense to your implication that past practices in teaching mathematics involved training in 'how not to think.' That's quite a broad brush you use.
Get off your high horse.
From: email@example.com [mailto:firstname.lastname@example.org] On Behalf Of Liz Waite Sent: Wednesday, October 23, 2013 7:01 AM To: email@example.com Subject: Re: Algebra 1 - How is it going?
Remember they also did not actually have polynomials in 8th grade last year whereas in previous years they did. Not that I think the modules are all they should have been or that we can line kids up and give them the "thinking" vaccine after years of training in how not to think...I'm just noting that the particular issue with polynomials is probably exaggerated by not learning them in 8th grade. Liz Elizabeth Waite AMTNYS Coordinator of Reps
-----Original Message----- From: Jessica Walter <firstname.lastname@example.org<mailto:email@example.com>> To: nyshsmath <firstname.lastname@example.org<mailto:email@example.com>> Sent: Tue, Oct 22, 2013 10:40 am Subject: Re: Algebra 1 - How is it going?
When I was reading this, I thought to myself that I could have written this
exact same post...I am seeing the exact same thing. I also felt that my
students struggled more than ever before with polynomials. I ran an after
school review session where we practiced polynomials and they improved by leaps
and bounds, which tells me that if I had incorporated time to practice in class,
the results would have been much better. So, moving forward, I am trying very
hard to find ways to incorporate practice into the modules wherever possible.
This is easier said than done though. I hope that more people will share what
they are seeing and how they are making adjustments. Thank you so much Jamie
for sharing what you are seeing...it made me feel less alone in this whole