California’s proposed new math curriculum defies logic

While many people complain about the ideological biases in the California Department of Education’s proposal to revolutionize the state mathematics curriculum, that’s not the main problem. This plan has fundamental issues of concern and will do no child any good.

It is irresponsible to make the entire state a laboratory for very controversial educational theories, and to do this without any review by the mathematics community. Public education should equip all students with logic and abstract-thinking skills. Even if you don’t remember the quadratic formula, the process of learning it made you a clearer thinker. That’s how the entire world teaches math. 

Most countries, from Singapore to Zimbabwe, require three or more years of algebra-based classes, five for students seeking careers in science, technology, engineering and mathematics. Yet the proposed California Math Framework deprives students of opportunities to take deep algebra-based classes, and worse, is based on teaching materials

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1 in 3 parents ‘feel ill’ when trying to help their kids with math & science

LONDON — Generally speaking, parents are supposed to know more than their young children. That isn’t the case when it comes to STEM (science, technology, engineering, math) topics, however, according to a new survey. A group of parents with kids between the ages of five and 13 years-old took part in this research. Incredibly, a third admit that the very thought of having to answer a STEM-related question for their kids leaves them feeling ill.

Put together by The Institution of Engineering and Technology in London, the survey reports that 48 percent of parents don’t even know what “STEM” stands for. Meanwhile, half the poll say their children know more about science than they do. A similar number of moms and dads say the same regarding technology (44{13aab5633489a05526ae1065595c074aeca3e93df6390063fabaebff206207ec}), engineering (25{13aab5633489a05526ae1065595c074aeca3e93df6390063fabaebff206207ec}), and math (38{13aab5633489a05526ae1065595c074aeca3e93df6390063fabaebff206207ec}) knowledge.

The survey, conducted by OnePoll, also quizzed parents about some common scientific and tech terms,

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Video games help St. Landry students hone math, science skills

St. Landry Parish teachers are helping students develop missed skills by letting them enter a world they already know well — that of video games.

“Ninety percent of children 6-18 play video games regularly; 50{13aab5633489a05526ae1065595c074aeca3e93df6390063fabaebff206207ec} of parents play video games with kids regularly,” Port Barre Middle School teacher Sandra Castille said. “Game-based learning uses this medium to remediate and enrich our students.”

Castille was one of about six teachers across the district to pilot the Legends of Learning platform in her in an elective remediation class this year. So kids got to be ninjas or superheroes as they worked on math and science skills they might be struggling with to win the game.

Research has long supported learning through play, often referring to hands-on activities for younger students, but game-based content provides similar benefits.

“The biggest impact I saw with my students is risk-taking and pleasant frustration,” Castille said. “Learning

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A Video Game Makes Math And English Classes A Full-Body Experience

Dance parties, movement breaks and jumping around are a typical part of many pre-K classrooms. But jumping about isn’t just a way to get the wiggles out in Greenburgh Central School District, in a suburb of New York City.

Kids here are learning critical math and English skills through an online platform, called Kinems. Similar to a Nintendo Wii, the platform uses motion-based sensors and allows touchless interaction, enabling kids to control an avatar on the screen by moving their bodies.

Miriam Figueroa, a pre-K teacher in the district, said the physical activity combined with a virtual world with bright colors and animated characters is engaging, even for the shyest students, and also for students who struggle with learning differences such as ADHD, dyslexia, dyspraxia and autism.

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The whole-body engagement is especially important to her students, nearly all of whom are in special education.

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