/biz/ - Business & Finance

Real arithmetic is trivial.

I don't see what the big deal is with common core.

1: public schooling has always been shit
2: if you're intelligent all this scatterbrained clutter doesn't make much difference
3: I think the "new way" is supposed to teach the fundamentals, the end goal is to get students to do it the "old way"

The fucked thing with these programs aimed at elevating poor students is the "A" student's parents will sit down and learn this new way to make sure their kid gets it and does well in school. The poor students' parents didn't care in the first place, why would they now? The kid getting a "C" in math is now so confused he drops out and sells drugs. Thanks, Obama

>>905280
>i'm a complete dumb ass with absolutely no idea what the hell is going on: the post

>>905266
I don't even understand what is going on in the "new" way.

>>905285
The sad thing is you're not even wrong.

This just makes the smarter kids who actually try be dragged down to the dumb kids who dont give a fucks level. But surely this will be good for the economy.

and the government wonders why we are like 110th in math

>>905291
>why we are like 110th in math
The answer is niggers. If you take out the black and hispanic contribution burgers rival the good asian countries.

>>905266

if you aint doing it this way you're doing it wrong

>>905291

The sad thing is he is wrong. This is how all A students do it in their head and have to figure it out on their own. Notice the proponents of common core are all people much more skilled in math and abstract thinking than anyone on 4chan...this example was probably written out by some bitter autist from /pol/. Nobody competent lines up a subtraction problem in their head and does it the algorithmic way, the fastest way to do mental math is to think in jumps of 10s, 5s, and 1s.

It's seriously like you guys have forgotten that current math standards have gotten us nowhere and that private schools all teach math in a hands-on abstract way akin to common core, and these private schools produce the Ivy Leaguers that bring up the average that the people on this site would drag America down to.

Before common core:

>HURR DURR UR JUST ANOTHER BRICK IN THE WALL. WHY THEY GOTTA MAKE THE KIDS MEMORIZE USELESS PROCEDURES, WHAT HAPPENED TO CREATIVITY

After common core:

>HURR WHAT'S WITH ALL THIS PINKO CREATIVITY BULLSHIT? KIDS IN MY DAY USED TO JUST MEMORIZE MATH. THANKS OBUMMER LOL

>>905355
>>905266

if you aint doing it this way you're doing it wrong

>>905289
It's trying to teach math the way people who are actually good at mental arithmetic do it. You just work with the easiest numbers possible to figure out the difference.

I'm not saying it's better than teh old way, but it's not fucking hard. People who don't understand it are either retarded or just willfully opposed to any sort of change to the way they do something.

>>905360
>>905355
>>905266

if you aint doing it this way you're doing it wrong

>>905359
That wasn't my point. My point was that parents learned the old way and I have first hand witnessed some give up on helping their kids with homework due to CC. Parents of a "C" student aren't involved enough anyway to relearn math to help their kid. "A" student parents will. Therefore the best students stay at the top and the bottom students fall further. You can say it will help the best students abstract skills, but you must also admit it will hurt bad students tremendously. It has nothing to do with the actual methods taught, it has to do with actual family dynamics as they relate to grades

I was a grade school and college math tutor while I was in college.

This was when CC was just beginning to be widely adopted in my state in ~2012.

Some of the things i noticed were that elementary school kids had no problem with it. Most of them actually seemed to enjoy it more than the "traditional" ways we used to teach math.

High school students struggled with it to no end though. Most of the CC problems, specifically the word problems, are very counter intuitive and are very tedious

What the guy above said is true about it though. A grade students still got As, but the middle and bottom tiers of students stayed about the same, but they stressed about it way more.

The absolute saddest thing about CC to me is that most of the parents literally couldn't do the problems.

They obviously are not math experts and had a major problem comprehending how CC is based on tens.

This meant that the kids whose parents didn't help that much before, were now completely locked out of help from anyone but me (costs money per hour) and the teacher (inconvenient after school)

>>905370
>>905360
>>905355
>>905266

if you aint doing it this way you're doing it wrong. This the new and correct way

>>905266
You wot m8?

Former teacher here. The "new way" is just a counting-on strategy with chunking. I don't see the benefit as it's obviously more longwinded and doesn't use place value. what's the point?

>>905385

>The absolute saddest thing about CC to me is that most of the parents literally couldn't do the problems.

you mean stuff like this?

I think it's understandable how a parent would not understand the notation or what's going on by jumping straight into the middle of the CC curriculum.

I don't think parents are really "locked out". All they have to do is read up on the material from the beginning of the chapter. But, of course, most parents can't or are unwilling to dedicate that much time to their child.

>>905359
>This is how all A students do it in their head and have to figure it out on their own.
I really don't think teaching kids a different addition algorithm is going to make them A students, if that's what you're implying.

What does this have to do with business and finance? More importantly why are you responding to this shit?

This autist blabber should be on /pol/ with the other mentally ill.

>>905402
Yep. That's the point. If the goal is to help struggling kids, CC does way more harm than good. Lazy parents are and always will be lazy parents. Regardless of your thoughts on the curriculum, what it ends up doing is effectively removing more parents from the education equation. Which I suspect was the goal all along.

>>905394

Is this assembly or some shit

>>905289
youre trying to find the difference between 12 and 32, right? So instead of taking away, you add up.

Start at 12, add 3 to get to 15 since counting in 5's and 10's is easier

so 3 gets you to fifteen, another 5 gets you to 20, that's 8
20 add ten gets you to 30, now you have 18
difference between 30 and 32 is 2, so add that to the 18

the difference is 20

most people actually do math like this in their heads, at least normal functioning people. The brownies and blackies maybe don't think like us, so we actually have to teach them to do math like a functioning human

>>905346
Although I think the correlation of stronger with poverty than with race, I don't see how just ignoring demographics that changes things.

We will never get rid of all the blacks and hispanics in America. In fact, they'll outnumber us soon because whites are "too busy" to have kids anymore. There should be efforts into getting the retards to our level if we don't want to turn into a shithole as a country.

>>905408
>Which I suspect was the goal all along.

I don't think so. I think it aims to teach children to visualize problems instead of solving them mechanically.

Which I think is great.

>>905412
>There should be efforts into getting the retards to our level if we don't want to turn into a shithole as a country.
What if.. Maybe, just maybe, that won't work because they're -actually- genetically predisposed to be marginally less intelligent?

I'm pretty sure the correlation is still there even after adjusting for the effects of poverty

>>905410
nobody does math like this, at least not in such a roundabout manner. You look at 32-12 and think "If I add 20 to 12, I get 32." That's it.

>>905418
Regardless, you can't argue the results. Go talk to parents. It's removing them from their children's education. Doesn't really matter what the intention was

>>905409
https://en.wikipedia.org/wiki/Brainfuck

>>905409

it's just brainfuck.

>>905425

so what's the solution

>>905430
Get rid of it as a complete curriculum. Teach it as one chapter in the math book as an alternative to traditional addition/subtraction. Kids who like it will use it. Those that font, won't. Problem solved.

>>905394
>>905409
>>905429
>>905400

Actually, brainfuck is a little common core

If you look at the first line, it says "32"
but the way it says it is actually "6*5+2"
the second line says "2*5+2"

then it says for every number in line two, take one away from line 1.
then it says, count how many times you can subtract 10 from line one, and add 48 to it, and print out what digit that is.

you need common core for brainfuck.

>>905434

but then they have a developmental disadvantage later in life because they didn't practice problem visualization as much as the other kids with more agile parents.

then you get the whole rich/poor gap all over again.

>>905425
>It's removing them from their children's education.
My parents were unable to help me with my math starting in 6th grade because I had surpassed what they did in high school. I'm not sure parents have ever been a big help to their kids in school to begin with.

>>905445
>developmental disadvantage
Are you saying I'm at a disadvantage to someone who learned to add by 10s in school? That's ridiculous. What about every major American mathematical and technological advance? All done by people who learned "the old way."

>>905402
>bachelor in science degree in electronics engineering
>differential equations
>higher math
and a trivial example of subtraction doesn't help his point either

The new way is stupid as fuck.

I do it in my head like 32-10 = 22. 22-2 = 20.

>>905460
You're disadvantaged if you can't think about numbers in terms of the number line.

>>905460

I'm saying you have a hell of a lot of an easier time in higher education, especially technical fields, if you know how to solve problems analytically instead of synthetically.

that is my opinion. a lot of people develop that skill on their own. some people learn it in school. many people are never really confronted with it. That is just my opinion, perception and experience.

so if you don't come across it yourself, it would be beneficial for you if you learned it in school.

Now I don't know if CC is the best way. Probably isn't. But I think it's a step in the right direction.

Because the old curriculum, the one from 150 years ago, isn't really up do date with modern society's needs. It needs revitalization. So it will be inevitable that there will be some things in there that some kids' parents haven't learned.

that's progress.

>>905346
I'm a Hispanic. And I bet I would do math circles all over you.
Racist shit

>>905423
Personally I'd take the 2 from 32, to go to 30, then take off the 10 to 20.

>>905478
>Hispanic

you mean beaner

>>905478
>I'm a Hispanic. And I bet I would do math circles all over you.
That really doesn't discount my post at all fgt.

>if blacks and hispanics have low IQs because discrimination who is discriminating against whites? asians have the highest IQ :$

>>905445

Public school has nothing to do with the wealth distribution gap

>>905494

what kind of deluded indbred neckbeard baiter are you

>>905496

Aren't you cute.

I'll humor you before I open my reaction image folder

Explain why I am wrong without ad homs or appeals to emotion

>>905478
kek

sure thing, pablo. i bet you have never seen an integral in your life and what you consider math is just basic arithmetic.

>>905460
>All done by people who learned "the old way."
They were TAUGHT "the old way" and learned the way CC teaches by themselves or by people who learned it by themselves.

>>905510
*citation needed

>>905510
It doesn't matter what way you teach though, the better kids get better grades fuck you're thick.

>>905504

education opens the opportunity to higher education, which opens the opportunity to higher wage jobs.

instead of earning 50k per household, a low income child can now earn an equivalent 150k per household, if only they received better basic education and applied themselves.

your turn

>>905266
You write like a girl

>>905518
more like
>uni drops standards to fill quotas
>degree becomes saturated
>wages for everyone go down since everyone's got one and lower standards
Yayyyyyyyyyy affirmative action!

>>905517
But if you teach it a better way, the mean kid's performance should increase, retard.

>>905522

do you even have a degree?

have you gotten a job in your degree?

do you know what the fuck you're talking about?

>>905536
>do you even have a degree?
Still undergrad

>have you gotten a job in your degree?
Like most people in my field, no

>do you know what the fuck you're talking about?
Supply and demand?

>Harvard professor Harvey Mansfield is a longtime vocal opponent of grade inflation at his alma mater. In 2013, Mansfield, after hearing from a dean that "the most frequent grade is an A"
>rising grades did not become a major issue in American education until the 1960s. For example, in 1890 Harvard's average GPA was 2.27. In 1950, its average GPA was 2.55. By 2004, its GPA, as a result of dramatic rises in the 1960s and gradual rises since, had risen to 3.48

>>905518

You still didn't answer my question

What does public school have to do with this?

1) Public school funding is at record highs, but the average test scores are still falling year after year

2)
>if only they received better basic education and applied themselves.

The quality of a public school education is very consistent across all public schools in the US. You can argue about the "niggering" problems all day long, but that proves my point about the education itself not being the problem, because essentially the same math is taught in every single school

This has nothing to do with the school system and everything to do with the individual. Students in the "bad" schools that get high marks will always be able to go to college.

The purpose of this thread, and my first reply, was about how CC was made to fix math for those who struggled with it, but it failed because there is no way to fix individuals that simply don't apply themselves.

>>905539
Aren't there also studies that show that the population, as a whole, is becoming increasingly smarter than previous generations?

Don't even get me started on the whole Ivy League eugenics things, either.

>>905543
>Aren't there also studies that show that the population, as a whole, is becoming increasingly smarter than previous generations?
Stopped decades ago in developed western countries.

>>905539

can you read a chart? can you read, and comprehend your own source, and add up the numbers in an intelligent fashion?

also, you don't need to go to a rinky dink inflated mikey mouse university. nobody's forcing you. and the issue you're describing is not a global one. It's mainly prevalent in private, for-profit universities.

>>905540

I guess we misunderstood each other then.

I'm saying that public education has the potential to narrow that gap, while your observation is that currrently it seems to do nothing, or even widen it.

there is room for improvement. you think CC did more harm than good. I think revisiting CC and expanding on it could do a lot of good.

>Public school funding is at record highs, but the average test scores are still falling year after year

that is definitely a problem that needs to be adressed. You think it's because of CC? I don't think CC has had time to have an effect on these test scores yet.

>>905410

>>905556
>can you read a chart? can you read, and comprehend your own source, and add up the numbers in an intelligent fashion?
According to said chart, there's a ~41 year backlog of STEM grads unable to find STEM work. That is, by any reasonable measure, quite an oversupply.

Harvard is hardly an institution to scoff at btw.

>>905564
>Harvard is hardly an institution to scoff at btw.

It provides very good lectures, but absolutely no filtering.

You're implying that all these people want to work in stem. the reality is that there is a lot more money to be made outside of stem, and that senior stem positions graduate into non stem positions.

>>905359
I think you're retarded... I was a private school child and they taught real math, not this bullshit. You literally have to be retarded if you need to use the new way to do basic arithmetic.

>>905423
>>905481
>>905410
You're all retarded

32-12
30-10
2-2
20

>>905410
Holy shit this is how I've been doing it in my head all along.

They laughed at me!

>>905423
>You look at 32-12 and think "If I add 20 to 12, I get 32." That's it.
you don't get it man, it's 01:00 in Europe m8, but here on chan it's burgertime.

>>905410
>>905410
Also, back to /pol/ you go.

Subjects taughts don't matter
Order of progression in said subjects almost doesn't matter

Teaching, pedagogy and the transmitting of love for intellectual endeavours is one of the most valuable yet unrewarded skills in society
Schools and universities fail to teach students anything worthwhile theoretically or practically

Good schools and good programs only exclude mediocre learners from entering and gradually weed out those who need a little push. By the time you get to PhD, only self driven autodidacts are left and most of the learning is done completely alone.
Essentially, schools and unis prevent the bad apples from getting better and force good apples who could do without most of the hassle to waste time.

The only thing that matter are:
teacher to student ratios
pedagogy as a skill valued over blunt academic brilliance in teachers
Teaching centers different from research institutions (99% of teachers view teaching as a chore, the prize is prestigious research)
Breaking the monotony of everyday classes
Better balance between problem solving, practice and lectures
More real life skills in early education (basic law, tax declaration, citizenship, critical thinking and debate, methodology
More interactions with professionals

In an ideal world, you would get your kid private 1to1 tutoring with someone passionate and competent for a few years establishing key methods in a problem solving framework.

Applying even a subset of those ideas would costs loads an no one wants to do that. Rich kids can afford it so they get ahead.

>>905402
Can someone please explain what the fuck Jack was supposed to be doing with that number line. I can see that he was trying to subtract one hundred three times, but past that he's subtracting six, right?

Did the dude just forget to subtract ten? Or, I guess I should say instead, did Jack forget to put a medium sized macaroni in between his big macaroni and his small macaroni?

This macaroni logic confuses me.

I don't even understand the new way wtf!

32-12 = 20

The way I do it in my head is

32 - 10 = 22

22 + (-2) = ?

22 - 2 = 20

literally 2 steps, or 1.5 steps, takes me like 1 second or 2 seconds to do it

wtf, the new way takes for fucking ever, holy shit, like 5 things

>>906114
It's about abstract thinking, anon. Just trust us, the whole world does 10 step simple math problems now. You don't want to be on the wrong side of history, do you?

The way I do it in my head is exactly like the top example. I take 32 and subtract 12 to get 20. This is the only step.

When I subtract six digit numbers I hold both in my head and cascade them together left to right, borrowing or carrying as I go.

Multiplying, I might split one number into two or three and then multiply, adding the results together afterwards.

>>906135
Why the fuck should I care whether or not I'm on the right side of history or not? I'll be dead by then.

>>906147
Is that the kind of world you want to leave to our children, anon? One where subtraction only takes 3 steps and the Earth is 20° hotter and water levels have risen over Mt Everest? Don't be on the wrong side of history, anon.

>>905266
THIS IS THE ONLY WAY TO DO THIS PROBLEM:
"Ok, 32... minus 12... equals 20."

There should be no fucking new way.

>>906007
>Did the dude just forget to subtract ten? Or, I guess I should say instead, did Jack forget to put a medium sized macaroni in between his big macaroni and his small macaroni?

yes. he jumped the 10^1 macaronis and went straight from the 10^2 macaronis to the 10^0 macaronis.

>>905423
I literally just remove 1 from 3 and 2 from 2
32
12

20

>>905266
murrica

>>905410
that's fucking retarded. adding 3+5+10+2 is less efficient than just 32-12. you instantly recognize that 32-12=20 or that 2-2=0 and 3-1=2

>>906178
You realize that the only way your brain knows that is either by memorizing all basic arithmetic equations (the retarded way) or by doing some process similar to that on the paper, right?

It's like the old saying "give a man a fish and he'll eat for a day. Teach a man to fish and he'll eat for life." Memorizing shit is not nearly as effective as actually learning a strategy to apply to all arithmetic.

>>905266
Itt : people who didnt even bother to google "common core"

Their trying to teach that math isnt about arriving at an answer so much as a process so that when these kids start i to algebra and the higher maths they arent aidelined by yhe fact that more than one method will produce the correct answer

Common core was the result of research by behavioral psy hologists on how to teach kids deeper mathemayical understanding

Only cashiers need to memorize the multiplication table , were in a world where robots will be taking jobs shortly , im glad theyre doing something to help the problem

>>906679
*citation needed

I see no problem with memorizing basic addition/subtraction tables. Please explain why this is bad

>>905410
it's faster to remove 2 and then remove 20... just sayin'

https://www.youtube.com/watch?v=U1mlCPMYtPk

>>905266
how is this a "new" way? it's just using associativity of addition to make a problem take 4 steps longer than it needs

>>906684
Because it means you have to resort to a calculator whenever numbers that you didn't memorize are used.

>>905286
>I don't understand what you're saying therefore you're wrong
*sigh* it has been like this my entire life, I try to explain something to someone, they don't understand and assume it is because I am wrong not because they didn't understand, then I have to do it by myself

public schooling is already shit so more shit doesn't make much difference

if common core makes things more complicated than they need to be, intelligent people can handle the complexity and they are the only ones that matter in our education system anyway so it doesn't make much difference

the "new way" is apparently a way to teach students how to do it the "old way", not that it is the best way to teach students, hence why I said it is "supposed" to be

not saying common core is right, just that it isn't a big deal

>>906679
>You realize that the only way your brain knows that is either by memorizing all basic arithmetic equations (the retarded way) or by doing some process similar to that on the paper, right?

Ha ha ha. No.

It's not a binary option. So many examples of mental calculation in this thread alone don't conform to what's in OP's process (which is, BTW, absolutely retarded).

Memorizing single digit times tables up to 9 and then 2-9 x 11-99 allows you to do virtually all common math without needing a calculator. You can even multiply three digit numbers together by shifting decimals which is nothing like what's in OP.

>>906775
> It's not a binary option.
Didn't say it was.

>So many examples of mental calculation in this thread alone don't conform to what's in OP's process
Which is why I said "or by SOME process"

>You should just memorize
Literally why? If learning a method works, why not? Because kids' parents are too stupid to understand it?

1960: A logger sells a truckload of lumber for $100. His cost of production is 4/5 of this price. What is his profit?

1970 (Traditional math): A logger sells a truckload of lumber for $100. His cost of production is $80. What is his profit?

1975 (New Math): A logger exchanges a set L of lumber for a set M of money. The cardinality of set M is 100 and each element is worth $1.

(a) make 100 dots representing the elements of the set M

(b) The set C representing costs of production contains 20 fewer points than set M. Represent the set C as a subset of the set M.

(c) What is the cardinality of the set P of profits?

1990 (Dumbed-down math): A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Underline the number 20.

1997 (Whole Math): By cutting down a forest full of beautiful trees, a logger makes $20.

(a) What do you think of this way of making money?

(b) How did the forest birds and squirrels feel?

(c) Draw a picture of the forest as you'd like it to look.

2010 (Common Core): A herp and a derp

>>906779
>Literally why? If learning a method works, why not?

Because it works, so, why not?

>>906789
Because memorizing tables is inherently less useful than learning a method. Saying "it covers most" is irrelevant when the method covers ALL. Why would you settle for 90% when you can get 100% instead?

>>905266
wtf does this mean? how about quit being a retard

>>906794
>Because memorizing tables is inherently less useful than learning a method.

Eventually, but first to actually use the method you have to have memorized basic calculations, else, you're stuck reducing every calculation to single digit elements, which is more time consuming and less useful than just memorizing a bunch of tables.

Either way, you're going to end up just memorizing a bunch of multiplication.

>Saying "it covers most" is irrelevant when the method covers ALL

Saying "it covers all" is irrelevant when most people won't use it because it's a pain in the ass compared to the calculator in their *phone*.

>Why would you settle for 90% when you can get 100% instead?

I'm not actually against teaching computational methods, really, I'm not. It's just the one in OP is so fucking retarded it's blown the top off of the retard-o-meter.

This is the issue: it's not methods, it's *this* method that's the problem.

>>905410
I take 10 from both numbers so it's 22-2 and then I just take the 2, it's easier for larger numbers, say for example: 326 - 568
take 300 from both: 26 - 268
take 20 from both: 6 - 268
take 6 from both -262

>>906871
I forgot to take the 20 because i was speed typing
take 20 from both: 6 - 248
take 6 from both -242

>>906871
7,538,920 - 5,389,223

take 5,000,000
>2,538,920 - 389,223
take 300,000
>2,238,920 - 89,223
take 30,000
>2,208,920 - 59,223
take 8000
>2,200,920 - 51,223
take 200
2,200,720 - 51,023
take 20
2,200,700 - 51,003
now to work on the instances where the number being taken was too big
take 50,000
>2,150,700 - 1003
take 1000
2,149,700 - 3
2,149,697

it gets difficult to do in your head once you have to work on the numbers that were too large to take but other than that it's pretty simple

>>905266

It isn't new to anyone who has ever taken discrete math. It is just a bunch of parents who never made it past algebra 2 who are buttblasted by common core.

Also, why the fuck are we talking about this on /biz/? Can't you take your shitposting the pol where it belongs?

>>906700
Everything is 0 through 9 and already memorized. We operate on base 10, moron. Memorize 0 through 9 addition and subtraction tables and you can do any numbers in your head

>>906826
>I'm not actually against teaching computational methods, really, I'm not. It's just the one in OP is so fucking retarded it's blown the top off of the retard-o-meter.
this

>>905492
You forgot da juice

>>905266
Why don't you just do:

12+8 = 20
20+12 = 32
--> 8+12 = 20

>>906707
>*sigh* it has been like this my entire life, I try to explain something to someone, they don't understand and assume it is because I am wrong not because they didn't understand, then I have to do it by myself

fucking hell you're a ginormous faggot

i can say with the utmost confidence you will never know what a vagina feels like

>>905280
>the fundamentals
The only fundamentals are 32 - 22 = 10 or whatever the fuck the problem is. It's fucking super clear, man, and EVERYONE understands why it works. Because when you take fucking 22 out of fucking 32, you get fucking 10. Why don't we just make high schoolers count it out with pebbles, to make sure they understand "the fundamentals?"

>go on /biz/
>/pol/-tier thread bitching about nigger math

As long as we're in this containment thread, did anyone else learn grammar/sentence structure by using colored highlighters or some shit? Or was my class just guinea pigs?

>>905410
>since counting in 5's and 10's is easier
So admittedly you're too dumb to count the actual numbers.

>>907267
>Why don't we just make high schoolers count it out with pebbles
But this is teaching them a system of doing that quickly in their own heads. Why the hell is that a bad thing?

I've legitimately not seen any argument in here other than "If it ain't broke dont' fix it" and "I know math and I don't get it so no way kids can!"

What if in 5 years there's empirical evidence that children are better at basic arithmetic? Will you still be against it?

Maybe kids would be able to work with numbers other than 1, 5 and 10 and their multiples if we didn't restrict them to base 10 until like 10th grade

>>907257
why don't you just do:

32-12 = 20

>>907349
it's a system that might be beneficial for a subset of really dumb people, but you're forcing every murritard to think in this particular way, not just offering it as an alternative. to solve the OP's problem, you have to know that 12+3 is 15, that 15+5 is 20, that 20+10 is 30, and that 30+2 is 32, all while keeping track of it all. how is that any better than knowing/realizing that 32-12 is 20 or that 2-2 is 0 and that 3-1 is 2? people think in different ways, and forcing everyone to adhere to this really fucking retarded lowest common denominator methodology is absolutely ridiculous.

>>907693
>forcing everyone to adhere to this really fucking retarded lowest common denominator methodology is absolutely ridiculous.
How is your proposal that everyone stick to the other way is any different? "Everyone shouldn't have to learn the same way. Except for my way! Everyone should definitely learn that way!"'

>>907699
Repeat after me:
Learning a different addition algorithm isn't going to make you any better at math

>>907699
because
>32-12=20
is clearly the better, smarter way to do it than
>32-12=_
>12+3=15
>15+5=20
>20+10=30
>30+2=32
>3+5+10+2=20
it's like you have no idea what subtraction is and you're haphazardly trying to work around it using addition.

Common core is like observing that all the smart kids get As so in order to increase everyone's proficiency in the subject we're just going to give everyone an A regardless of performance, because it will make them do better because that's what we do with the smart kids.

>>907709
But when you say "32-12=20", you're probably using an algorithm in your head without even realizing it, unless you literally just memorized giant tables of arithmetic.

>it's like you have no idea what subtraction is and you're haphazardly trying to work around it using addition.
Subtraction and addition are the same thing. This is something everyone learns in their first algebra class.

I feel like this thread is just people like you being unable to put yourself into the perspective of a first or second grader. Of course X is easier for you, because you already fucking learned X.

>>907718
You realize the most important thing in elementary school is that you play well with others, right?

>>907723
What does that even mean?

>Sounds more like what you look for in an adopted dog

>>907721
>Subtraction and addition are the same thing. This is something everyone learns in their first algebra class.
then why the hell do you need to do
>32-12=_
>12+3=15
>15+5=20
>20+10=30
>30+2=32
>3+5+10+2=20
how is that easier or better than 32-12=20?

>But when you say "32-12=20", you're probably using an algorithm in your head without even realizing it, unless you literally just memorized giant tables of arithmetic.
the algorithm is simply 2-2=0, 3-1=2. these are subtracted in parallel and so i instantly arrive at 20 as the answer, with none of this sequential multi-step common core bullshit.

>>907723
you can still learn things other than socializing in a fucking school you fucking normie pleb retard.

Are there any Finlanders on /biz/ tonight?

Finland has the best education system in the world. Do the Finns teach that common core shit? Do they teach stupid multi-step math or the basic math?

>>907731
You seem mad.

>>907728
>It's different than how I did it so I don't like it
Can we please just stop doing this little dance of ours?

>>907744
>doing 7 arbitrary additions is better than doing 1 or 2 subtractions because reasons
k tard

>>907741
>Don't start school until 7
>Don't homework or exams until mid-teens
>The children are not measured at all for the first six years of their education.
>There is only one mandatory standardized test in Finland, taken when children are 16.
>Same classrooms regardless of intellect
>Difference between weak and strong students least in the world
>75mins of recess a day

>>907753
Biggest one is probably:
>Teachers are selected from the top 10% of graduates.

>>907741
>Do they teach stupid multi-step math or the basic math?
Apparently their curriculum is set on a loose guideline basis; meaning they probably don't mandate a particular addition algorithm.

Key features seem to be:
Make the students comfortable with the arrangement
Make sure your teachers are respected (but by hiring respectable people as teachers, not by punishing students until they feign respect)

>>905266
Engineer here, that's how I subtract in my head.

For instance,
70-53=?
I think:
> if I add 7 to 53, I get 60
>If I add 10 to 60, I get 70.

7+10=17

70-53=17

Then I don't have that carry over bullshit.
The common core makes mental math easier

Like most government policies their intentions are good but their execution is awful, we've become too dependent on public schools I think. They are trying to teach students how to do it the old fashioned way through mental arithmetic.

Their method is flawed, if I could teach them (I am not allowed within 100 meters of schools or playgrounds) I'd do it like this

separate the digits in each number which is not difficult mentally

32=30+2
12=10+2

first goal is to add something to make the last digits equal, 2=2 so you don't need to add anything

12+0=12

then make the next set of digits equal

1+2=3
10+20=30

their working would look like this

12+20=32
20

twice as efficient with no more difficulty and it demonstrates what minusing is, for more complicated sums it would look like this

text book question: 53-29=?

29+1=30
30+3=33

33+20=53

20+1+3=24

if they are a little more advanced it would look like this

29+4=33
33+20=53
24

>>907835
>I am not allowed within 100 meters of schools or playgrounds
Bloody hell.

>>907795
that's kinda backwards though. with the "carry over bullshit" you subtract 3 which trivially makes 70 become 67, and then subtract 50 which trivially makes 67 become 17.