What even is American Grade 1 Maths?

Street said:
Not so much triggered, more like laughing at you for calling children dumb and "mentally challenged" and then failing to grasp a simple concept yourself.
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Show me where I called children dumb, and where I do not understand a 'simple concept', which the vast majority of people in this thread also cannot understand?

I said your wife is the reason why kids nowadays are dumb, because they aren't being taught these things correctly.

Imagine thinking that kids are too dumb to learn simple algebra and believing they need to learn this kind of crap instead like your wife does.
 
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Malevolence said:
I forgot that this is the **** who claims they sued companies for not offering them an interview after applying for a job.
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Imagine there actually being employment laws about such things that 99% of employers think its ok too keep breaking. Maybe its the education systems fault for not teaching basic contractual rights and employment law?
 
BallistixOnZ490 said:
Show me where I called children dumb, and where I do not understand a 'simple concept', which the vast majority of people in this thread also cannot understand?
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BallistixOnZ490 said:
trying to make the dumbest / mentally challenged kids be able to do it, so instead everyone is bought down to that level instead of normal and clever kids
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I think there is a pack of Crayola calling out to you. I hear the red ones taste nice.
 
datalol-jack said:
Some learners aren't visual thinkers, so could be stumped at that age, I suppose. Likewise if they're super concrete, so can only count with physical counters, fingers or toys one at a time. This is where the teacher is meant to step in alongside the curriculum to accommodate different students. But if 'dad' can't comprehend and count at his age to help his kid learn - all is lost.

Life is fuzzy with problems hardly ever coming to us in the way we like to process them; the more complex and information rich the society, the more abstraction required. Ours is a fairly developed service economy, wouldn't you say? America, same? So pretty complex. In a way, questions like the one in this thread are trying to teach kids a valuable skill. Once you have a general idea of number and set, algorithmic efficiency is just a matter of drill and experience for those applications that need it (computing power is cheap though, so wild proficiency in mental arithmetic isn't really worth the effort most of the time even in the most basic of modern jobs).
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Yes we used to have numbered cubes that could join together like lego.
 
Street said:
I think there is a pack of Crayola calling out to you. I hear the red ones taste nice.
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So are you actually denying that some kids are dumb and that learning disabilities exist?

My point was that tailoring education to meet the needs of such kids disadvantages the rest.

You cannot put all kids on the same level and teach them all equally. Doing this is exactly why everyone ends up dumb because the normal and clever ones end up disadvantaged from not being taught appropriately based on their level. This is exactly why any curriculum that teaches all kids the same thing based on their age doesn't work.
 
BallistixOnZ490 said:
So are you actually denying that some kids are dumb and that learning disabilities exist?

My point was that tailoring education to meet the needs of such kids disadvantages the rest.

You cannot put all kids on the same level and teach them all equally. Doing this is exactly why everyone ends up dumb because the normal and clever ones end up disadvantaged from not being taught appropriately based on their level. This is exactly why any curriculum that teaches all kids the same thing based on their age doesn't work.
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Many don't in practice, they may fall behind in primary school a bit but then at most secondary schools they get put into different grades of class for some subjects like English & Math but I'm not sure nowadays whether all secondary schools do that.
 
BallistixOnZ490 said:
You cannot put all kids on the same level and teach them all equally. Doing this is exactly why everyone ends up dumb because the normal and clever ones end up disadvantaged from not being taught appropriately based on their level. This is exactly why any curriculum that teaches all kids the same thing based on their age doesn't work.
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Perhaps you should be grateful that every child has the same opportunity, regardless of ability? ;)
 
thenewoc said:
Many don't in practice, they may fall behind in primary school a bit but then at most secondary schools they get put into different grades of class for some subjects like English & Math but I'm not sure nowadays whether all secondary schools do that.
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Then how exactly wouldn't 5 and 6 year olds be able to handle doing simple addition and subtraction without the need for all the junk methods in the OP?

If asking such a useless question, and a kid simply answered 8+9 = 17 because they are simply used to a different method, would they still fail?

Why force such a useless method that doesn't actually help anyone learn anything?
 
BallistixOnZ490 said:
What opportunity?

Why be grateful over something that gives nobody any real life prospects for opportunity in the real world's job market?

Equal opportunity is basically zero opportunity for all.
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Not at all, I've worked in places where they have equal opportunity policies that basically equates to a quota for certain categories of worker based on ethnicity or sexuality and that means the most suitable person doesn't get hired but someone else that meets an agenda to be seen to be being fair but instead is anything but fair.
 
BallistixOnZ490 said:
Then how exactly wouldn't 5 and 6 year olds be able to handle doing simple addition and subtraction without the need for all the junk methods in the OP?

If asking such a useless question, and a kid simply answered 8+9 = 17 because they are simply used to a different method, would they still fail?

Why force such a useless method that doesn't actually help anyone learn anything?
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I don't think it has a lot of bearing what you do in primary school beyond the basics, common sense building, humility and mixing with people, reading, writing and some basic math. When you get to secondary school you either take to academia or don't and hopefully find an alternative like sport, drama, art, wood work, metal work or music etc. Even then your GCSE's aren't really to send you out into the world, they're a stepping stone to making your own choices to do sixth form / A levels or a BTEC diploma. Even mid way through secondary school you should be thinking of a likely career in choosing which subjects to take GCSE's in for the last two years of secondary school. When you're doing GCSE's its also the pupil's responsibility to do revision such as buying the associated GCSE revision books.
 
thenewoc said:
I don't think it has a lot of bearing what you do in primary school beyond the basics, common sense building, humility and mixing with people, reading, writing and some basic math. When you get to secondary school you either take to academia or don't and hopefully find an alternative like sport, drama, art, wood work, metal work or music etc. Even then your GCSE's aren't really to send you out into the world, they're a stepping stone to making your own choices to do sixth form / A levels or a BTEC diploma. Even mid way through secondary school you should be thinking of a likely career in choosing which subjects to take GCSE's in for the last two years of secondary school. When you're doing GCSE's its also the pupil's responsibility to do revision such as buying the associated GCSE revision books.
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The issue I see is that this is a reflection of what continues on in further education.

Most Grammar schools got defunded and changed into comprehensive ones a long time ago. The best kids are unable to get an education that they deserve because they have to be taught at a lower standardized level.

No one can go above and beyond or excel in anything . Also its a huge problem treating everything up to GCSEs as just a 'stepping stone' - development of the human brain peaks around age 8-14, and then declines past this point. It is far easier for an 8 year old to learn coding than it is for a 40 year old.

Not giving kids the best possible education tailored to each individual kid's needs is the single biggest ongoing flaw with a standardized education system based on a curriculum. Finland already remedied this a long time by personalizing each child's education to what each individual child is best at, and they quickly rose to having the best education in the world shortly after doing so.

We should be trying to emulate this, not the brokenly ineffective standardized system based on US methods which now give exactly zero kids any chance of opportunity.
 
BallistixOnZ490 said:
The issue I see is that this is a reflection of what continues on in further education.

Most Grammar schools got defunded and changed into comprehensive ones a long time ago. The best kids are unable to get an education that they deserve because they have to be taught at a lower standardized level.

No one can go above and beyond or excel in anything . Also its a huge problem treating everything up to GCSEs as just a 'stepping stone' - development of the human brain peaks around age 8-14, and then declines past this point. It is far easier for an 8 year old to learn coding than it is for a 40 year old.

Not giving kids the best possible education tailored to each individual kid's needs is the single biggest ongoing flaw with a standardized education system based on a curriculum. Finland already remedied this a long time by personalizing each child's education to what each individual child is best at, and they quickly rose to having the best education in the world shortly after doing so.

We should be trying to emulate this, not the brokenly ineffective standardized system based on US methods which now give exactly zero kids any chance of opportunity.
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Just find myself loling at all your posts now. :cry:
 
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