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My thoughts regarding the draft K-6 #math #curriculum released by #abed: In the subject introduction, there is a major focus on procedures and skills with a token nod to mathematical understanding; procedures, "foundational skills", and "standard algorithms" are the focus 1/
I appreciate the structure of the curriculum and that each curriculum follows the same structure. Organizing ideas (OI) and guiding questions (GQ) are nice and frame the broader ideas. However, I am not completely clear how the learning outcome relates to the OI/GQ #math 2/
The learning outcomes include an interesting mix of verbs & #39;acquire& #39;, & #39;interpret& #39;, & #39;explain& #39;, & #39;analyze& #39;, & #39;represent& #39;, & #39;recognize& #39;, & #39;relate& #39;, & #39;appy& #39;, & #39;visualize& #39;, and more. Unfortunately, the Knowledge, Understanding, and Skills and Procedures stated do not always fit the verb 3/
Reading through the #curriculum starting at Kindergarten, I was like & #39;ok, this isn& #39;t bad& #39; until I got to Grade 1 and read this "The length of empty space between two points is called distance" (p. 8) (under Knowledge). I am not sure that & #39;distance& #39; is an empty space. 4/
There are often things between two points...the distance between my house and the school is not empty. There are other houses in the way. I then started reading more closely and it seems like the #math #curriculum is written in sometimes obscure language and is designed to 5/
teach teachers the math concepts rather than illustrate what students are to know/do. In Grade 2, "Pascal’s triangle is a triangular arrangement of numbers that illustrates multiple repeating, growing, and symmetrical patterns" (p. 10) is stated under knowledge. 6/
This content is currently in high school. Patterns are great in grade 2, but what do I assess here? Do I assess the definition of Pascal& #39;s triangle? Do I assess the associated skills/procedures? "Investigate pattern in Pascal’s triangle" (p. 10) is a stated skills/procedure 7/
And I have to say, Investigate sounds a lot like exploration and students & #39;discovering& #39; mathematical ideas. In Grade 3 "Addition and subtraction strategies can be chosen based
on the nature of the numbers" (p. 14) and "Standard algorithms are universal tools for addition and 8/
on the nature of the numbers" (p. 14) and "Standard algorithms are universal tools for addition and 8/
subtraction and may be used for any natural numbers independently of their nature" (p. 14) are listed right after each other. So are students allowed to choose strategies when the & #39;standard& #39; algorithm is & #39;universal& #39;? I put both & #39;standard& #39; and & #39;universal& #39; in & #39; & #39; purposefully 9/
There is a western standard algorithm which is not universal. And at this point & #39;standard& #39; algorithm takes over in the curriculum for addition, subtraction, multiplication, and division as the reliable and efficient way of performing calculations. And this statement 10/
"Multiplication is repeated addition" (p. 33) makes me lose my mind. Please, someone, show me how (x-3)(x+4)(x+17) can be represented using repeated addition...please I truly want to know. Then this bombshell comes also on page 33 11/
"Division by a fraction can be computed using the formula
a/b ÷ c/d = a/b x d/c." Now I am livid. So no understanding needs to be developed about why or how this works, just use the formula. Hard no. Additionally, this content is currently in grade 8. Not only is the 12/
a/b ÷ c/d = a/b x d/c." Now I am livid. So no understanding needs to be developed about why or how this works, just use the formula. Hard no. Additionally, this content is currently in grade 8. Not only is the 12/
#curriculm heavily focused on skill development (many worksheets), the content has moved down grade levels. This worries me ... so what is left for grades 7 - 12? Calculus? Another hard no. Please, reject this #math curriculum. I have addressed only a few of the 13/
mathematical atrocities in this #abed #curriculum. I have worked on #math curriculum development in Alberta through 3 governments, none have been perfect, but this one is astonishingly offensive and gets me upset - the impact on teachers and students will be negative. end/
