I usually don’t post on things as ridiculous as this. The comments and posts made me cringe. These attitudes are from people who are uneducated about common core… It makes me sad to think so many are mis-educated and truly believe this is what CCSS is all about.
CCSS is not about making math more difficult.
I agree this example looks longer than most of us learned the traditional way but CCSS is about allowing students to develop number sense. IF a student solved a problem this “longer way” -I agree it is not how I would have approached it, but is it incorrect? Is their thinking wrong? I would like to have a conversation to really hear/see their thinking. It seems they started at 12 and counted up to 32. For a student who struggles with subtraction, yet excels in addition, I think this is a perfectly legit approach.
I never remember being allowed to explore different strategies but told how to do the problem and what to think about it. When students are required to do it “the teacher’s way” many do not think/process the same way, they get frustrated, feel like a failure, hence the reason so many dispise math nowadays.
At some point in my career, I complained I taught something but don’t know why students didn’t get it. So, I retaught it, the same way I did the first time, just more examples and spoke more slowly and expected different results. Sheesh.
I have complained that “they knew it” on the unit test yet not on a cumulative exam at the end of the year. Did I spiral review throughout the year? Did I teach isolated skills? Did I let them approach it a way that made sense to them? Did I allow them to work, sharing their strategies with classmates? Seriously, if you are very traditional in your teaching, watch a struggling student trying to use a procedure, they never really understood, to solve a problem.
I am not saying get rid of good instruction but listen to your students. If they don’t understand your method/procedure, let them make sense of it in their own way. Number talks are an amazing way to start listening to student thinking. Insidemathematics.org has some nice examples to consider.
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