i need to run. or shower. or whatever first.
math
The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.(what about paying for the meds they need because they decided they couldn't do math, then they decided they couldn't do much else, because everyone is always flapping about "school math" test scores. like it's an end all label.)
It is also beyond the scope(if it's beyond the scope - how the heck is it nclb?)
of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives.(that's bunk)
The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participaton of students with special education needs.(funny - not what the creators of secondary curriculum said when they created it. not what 80%+ of people say about their beyond school life. dang - just the fact that we have to say beyond school life sucks.)
For example, for students with disabilities reading should allow for use of Braille, screen reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.(who gets to write this. who gets to decide this? sounds like the gore video game post)
i love mathematics. i love mathematical thinking. i love school math.
we're not creating spaces for people to choose to fall in love with mathematics.
we're not trusting that mathematics is that loveable.
because most of us just know (of) school math.
about standards
Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.
Teachers, parents and community leaders have all weighed in to help create the Common Core State Standards. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them.
With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in college and in a modern workforce.(wait - who's on the same page again?)
so our clearly stated and shared expectations and goals are going to force a student to succeed in attaining clearly stated and shared expectations and goals - at least until after the test. (if they are up to playing the game)
Illich defined education as “learning under the assumption of scarcity,” but, as anyone watching an infant or a preschool-age child can see, learning is abundant. This is why education is not the same as learning.
learning is not the result of teaching, but the result of the activities of learners. Unschooling is not antithetical to asked-for teaching at all; but education appears to be antithetical to free will. - Patrick Farenga
i don't get that that we're not getting this.
if school math were non-compulsory..
if mathematical thinking was our focus, as it happens naturally...
we'd have people falling in love with it,..
finding cures, creating incredible art, taking care of the people of the world.
that's what mathematics can do.
and we're missing it.
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add on:
how clear is this:
N-CN.6. (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.how useful?
to all of us?
this:
N-RN.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
3rd grade:
3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.what if they just played some music? shared some food?
if it's important, which our money and time and energy is saying with all we put into the standards.. then it should stand it's own test. it should show up - to a kid caught in a rhapsody of curiosities.
which all can/will do if given space to be themselves.
another note thanks to @MaryAnnReilly - what is complete, what is consistent, what is worthy of saying this is it?
none of us really know.
but we do know the value of finding things out.. of saying, i don't know.
the beauty in that.. of us acknowledging we don't know things, and letting school math be per choice, would be kids seeing us, seeing school as legit.
they see through our bold (inacurrate) assertations
most things we can be accurate about, are often not that interesting, usually - it's simply a method to do one thing one way. is that what we're after?
this is a total rant.
i know that.
i'll cool off and come back.
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