TEACHING ALGEBRA TO 5TH GRADERS \doc\web\99\03\alg5.txt Wait a minute, this is the first time I've seen somebody claim that it is reasonable for a 4th grader to use algebra, not guess and check to solve this equation. Considering that half of 9th graders don't even have their basic arithmetic proficient enough to start algebra, and that in a normal sequence of 9th grade algebra 1, you don't start solving equations until you've spent 2/3 of the year going over the 15 or 16 properties and operations one by one before you can apply them all (yes, I found where it explains the solution at the END of algebra one - only geometry problems and polynomials was after that), what' s the point of basing "higher standards" so that _ALL_ students are expected to master these problems? What's wrong with a traditional sequence? I didn't take calculus until I started MIT, and I turned out just fine. Why force all students on a track where all are expected to master solving equations by grade 5 instead of traditional = half of students learn to master it by grade 9, and perhaps up to 65% including those who pick it up in college? The rigorous California math standards go out on a limb by saying students should be _ready_ for algebra by grade 8. Heck, I'm sure we can teach some 4th graders what the derivative of x^2 is too. Does that mean we teach them calculus and linear algebra? My 7 yr old can hack intermediate piano, two staff , two hands and accidentals. Do we then set a standard that all students should be "expected" to know and be able to play piano at such a standard? I don't think so, but that is what new new "higher" standards set in math and reading. Expected is no longer a range centered around 50th percentile performance. Required is now ALL students above something above the 75th percentile. That is madness. BTW, this is what the NAEP says high school seniors can do: \clip\98\01\mathform.txt LOS ANGELES TIMES Jan. 5, 1996 Formulas for Math Problems RICHARD LEE COLVIN (New math, math reform backlash against "fantasy lunch") http://www.math.uic.edu/~cpmp/archive9701.html This fall, the National Assessment of Educational Progress said 17-year-olds are no stronger in math than 20 years ago. Only six of 10 high school seniors can compute with decimals, fractions and percentages. Fewer than one in 10 can use beginning algebra. According to this, only the 60% who have mastered middle school math are qualified to even think about taking algebra. Yet the new standards are effectively forcing algebra down to the 4th grade in the name of "problem solving" when WA's commision on Student Learning has approved such problems for our 4th graders. You know, isn't the whole idea of leapfrogging over current standards like when the Bolsheviks promised that socialism would allow Russa and China to leapfrog over capitalism? How can we get 100% of kids to master algebra when we can't even get beyond 60% mastering arithmetic? Yeah, the system will stink for a while, but we'll make steady progress until the socialist paradise arrives. From: "Dave Cole" To: "ClearingHouse" Subject: [education-consumers] Re: Do your own thing, or, how to solve a problem the hard way Date sent: Fri, 12 Feb 1999 09:16:16 -0600 Send reply to: "Dave Cole" > ===================================================================== > > > I think Ken is underestimating his son. > > >There are 14 pieces of fruit in a bowl. There are twice as many apples as > >oranges, and half as many pears as oranges. How many of each type of fruit > >are in the bowl? > > > >Oh, and then my son really made me proud. I quickly showed him how the > >problem was solved using algebra. Not surprisingly, he didn't understand > >it. But he looked at me with a smile and said, "I guess that's why I need > >to stay in school, huh?" Can't teach that kind of comon sense. > > Last summer, I taught a 6 week mathematics class to 4th and 5th grade > students (actually they were just entering these grades so they would have > been 3rd and 4th grade students). The class met for 2 hours every Saturday > and covered a number of "fun" mathematical subjects, including an > introduction to algebra concepts, fibonacci numbers, mental math skills, and > an introduction to the game of Equations. I gave this problem to my > daughter (a 4th grader now) and she solved the problem in about 2 minutes - > using Algebra. The problem is, she won't see algebra again in our school > district for 4 years, so now what does she do. > > By the way, although my daughter has been identified as gifted, this class > was not geared toward gifted children, nor were most of the 12 students > identified as gifted. > > Dave Cole > > > > ===================================================================== > > EDUCATION CONSUMERS CLEARINGHOUSE > networking and information for parents and taxpayers on the internet > > Subscriptions & Archives: http://education-consumers.com or > > You are currently subscribed to education-consumers as: arthurhu@halcyon.com > TO UNSUBSCRIBE: Send a blank email to leave-education-consumers-989462S@lists.dundee.net > > ===================================================================== > > For less mail, click on the following link and choose > 1) a daily digest, > 2) a daily list of subjects, or > 3) no mail (read postings on Web) > > http://lists.dundee.net/scripts/lyris.pl?enter=education-consumers > > For more help & info: http://www.lyris.com/help or >