The problems listed here sound to me more like inept school leadership or some
inept teachers, who are making bad choices. " Implementing a
program without providing textbooks or learning materials to students is
negligence. " Is almost laughably misleading on her part. The Common Core
doesn't in any way, sense, or form say this.
My we ask, Ms. Shepherd, where your expertise on this subject comes from?
Ummmmmmm.... Like literally all the problems she lists aren't related to
the common core. They have everything to do with the state curriculum (which the
common core doesn't change) and school funding. So perhaps she should write
to her local representative rather than the dnews?
To "The Real Maverick" you are wrong. Just look at the common core
standards on the government web site. Common core does not teach algebra until
the start of High School, which is 9th grade.Why set back the math
standards another year? What benefit is it to take Algebra from 8th grade and
push it back to 9th?To "Hamath" just look at the common core
web site. The states that have adopted the standard have been teaching from
that standard without textbooks because the books are not ready yet.
To RedShirt: as a math teacher who has been working on implementing the high
school math standards for the last two years, I can confidently say that the
Common Core does not delay algebra to high school. We will be be needing to use
our Algebra 2 books for our 9th grade Algebra 1 classes--Common Core aligned
books will not be available for another year at least--and ninety percent of
what we have been teaching in Algebra 1 will now be taught in grades 6 to 8. The labels are understandably confusing for those who have not spend
many years actually teaching the content; however, the lack of the word
"algebra" in the content standards does not mean that the concepts are
not algebra. As an exercise compare the key words in the 8th grade standards
with the section headings of a typical Algebra 1 textbook. The very close
alignment that you will find will prove my point.Having written
that, I am firmly opposed to the CCSS because the manner in which they are being
implemented is an egregious violation of the principles of federalism. Thanks
To "MathTeacher" have you read articles like "A New Kind of Problem:
The Common Core Math Standards" in the Atlantic? The author there seems to
have read the standards, and is listing mathematical concepts that are delayed
under the standard. Can you also explain the whole idea of asking kids how they
"feel" about math helps with math? The elementary CC standards for math
spend more time asking them to write essays about math than actually doing
math.I know that they try to teach some concepts earlier, but my
experience with what my kids are dealing with has proven that you can't
teach algebra in 6th grade because they don't have the basic understanding
of addition, subtraction, multiplication, and division.
Response to RedShirt's question from July 2:Yes, of course
I'm familiar with Mr. Garelick's simplistic analysis in the Atlantic.
To his credit, there are several accurate statements, such as 1) Critical
thinking isemphasized. 2) Students may struggle as they are asked for the
first time to explain their thinking. 3) Some traditional (and
increasingly irrelevant) algorithms are delayed.4) The mathematical
practices (habits of mind) are significant, and as such are very demanding.I take fault with the article because the author does
not know what every math teacherknows: teaching an algorithm alone is
almost certain to result in students failing tounderstand the concepts
behind the procedure. This is why algebra teachers need to reteachalmost
everything about fractions, even though the procedures were taught several
timesbefore. A few calculations, then, do appear later than they did
before. However, theoverall effect is to teach the concepts in greater
depth, so they do not need to beretaught. I recommend looking at
"progressions" at a site like commoncoretools.me The biggest
problem is going to be in figuring out how to use standardized tests to assess/evaluate the mathematical practices.