My first grader brought home this worksheet today that she completed in class.
"If we spin the arrow 10 times, I think:
green red yellow
will come up the most."
My daughter circled red. I asked why she picked red. "I like red."
As far as she was concerned that was the end of the matter. Since she still had no idea that she was wrong, or that liking a color wasn't the best basis for making a prediction, I have to assume that they didn't spend a lot of time being instructed on probability. But they did spend a good portion of time spinning the spinner and noting their results.
So I have two issues: 1 -- a lot of time spent, without instruction, resulting in kids reaching incorrect conclusions; 2 -- she will be doing this exact same problem for the next five years. My fifth grader is still spinning spinners, they just have more colors.
I believe Catherine has noted before the arrogance with which the schools waste our children's time. They have spent almost no time on the fundamental building blocks that lead to success in math. In first grade, almost 3/4 of the way through the year, they are adding numbers up through 3, and not regularly.
Waste of time. Yes.
ReplyDeleteI've been wondering lately if we're having a hard time changing things at the local level in part because of the state exam. Take a look at these questions from Massachusetts' 2002 4th grade state math exam. Hard shell, beef, lettuce, lemonade!
In 2006, we were still awarding points for explaining your answer. Love the stick figures!
It's becoming clearer to me that students who have difficulty reading stand no chance of fairing well on the math test.
My daughter circled red. I asked why she picked red. "I like red."
ReplyDeleteLol! I love first graders.
I do think the state tests are behind a lot of this. Who creates these tests? I've wondered this for years.
And when it comes to these curriculums that are created specifically for these tests, which actually came first?
Like the MA state test, IL has similar questions throughout the math exam. The teachers here spend weeks teaching the kids how to draw out the answers for these questions.
ReplyDelete"I've been wondering lately if we're having a hard time changing things at the local level in part because of the state exam."
ReplyDeleteOne common excuse is that they have to teach things because it's on the state test. Well, who wrote the state test? The fuzzy math people. They could change it if they wanted. Extra time needed for test prep shows that they weren't teaching correctly in the first place - no matter what is on the test. Their excuse is that, somehow, there is something else that is more important to learn than what is on the test. They just really don't like accountability.
"They have spent almost no time on the fundamental building blocks that lead to success in math."
This is it. They've redefined math (my college advisor says they hijacked it) for a variety of reasons. They just don't know what is needed to be successful in math. However, I think that they would still end up resorting to panicky, last minute test prep even if the tests were based on Saxon.
LynnG, I like yellow! I want yellow to win. :)
ReplyDeleteOf course, I speak with a different voice than the little metal arrow. Perhaps the little metal arrow and I should enter into a conversation where both of our voices can be heard...
And when it comes to these curriculums that are created specifically for these tests, which actually came first?
ReplyDeleteIt was a three-legged race?
Honestly, the members of NCTM populate their respective state CTMs and are then called upon by state bureaucrats to align state math standards, curriculums, and assessments, which most states crib from NCTM (as they are doing now with Focal Points).
To extend the race metaphor, the standards are the strip of cloth that ties a leg of the curriculum to a leg of the assessment. And then the whole thing falls over with the finish line nowhere in sight.
Just kidding.
"The teachers here spend weeks teaching the kids how to draw out the answers for these questions."
ReplyDeleteRemember the fruit array? When he was drawing little bananas and so forth, I was wondering if he'd have to do that on the exam.
Beef? Chicken? CHEESE? But what about the vegan students?
ReplyDeleteYou think I'm exaggerating or poking fun? See the comments on this article about BookIt on Education Wonks, then think again.
That is adorable!
ReplyDeleteThe school is not so adorable.
ReplyDeleteYour child's time is mine to waste!
ReplyDeleteHEY!
ReplyDeleteWE HAD OUR FIRST OBSCENE POST TO THE IRVINGTON PARENTS FORUM TODAY!
i dont get why the hell you are all comlpaining about any of this shit. your kids are going to turn out fine. you are all stupid. fuck all of you
My friend Adele said, "Another fine example of the literary skills of our $20k/per year students."
We're going to have to beef up the character ed around here, that's for sure.
ReplyDeleteHey, that kid just needs potty mouth rehab. (I'm going to just assume that wasn't an adult.)
ReplyDeletePerhaps he/she was just druggin' and drinkin' too much.
ReplyDeleteInquiry learning at its best
ReplyDeleteoh boy, first we got the eff-you post; then I read a HORRIBLE story in WAPO today about a website that trashes people permanently and that may be keeping people from getting jobs.
ReplyDeleteActually, I better post that link.