The crucial point is that we none of us remember what is of no interest to us -- and we all of us avoid what is actively unpleasant to us. Ask a random sample of college graduates to divide 11/31 by -53/97. All of them passed a test on this once. Does that matter today?
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1.effective math teachers have ALWAYS done well by their students. If indeed your "opinion" was correct, we'd see horrific results coming out of high performing math nations, and we haven't.But we have seen trending declines where we they were once high, such as N.America.
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In Japan and Finland and many other traditionally high-performing countries, rote learning has been an extremely minor part of elementary mathematics instruction. I have observed many elementary mathematics lessons in Japan (and speak Japanese.) I know from direct observation.
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2. this is a mischaracterization of effective math instruction which includes: lots of daily practice to ensure automaticity, so that creativity can then occur. If practice was truly ineffective, we wouldn't see beauty at a ballet performance, or magnificence at the Olympics.
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Effective math instruction is not just one thing, and not much practice is needed to achieve arithmetic automaticity -- but it must be practice of the right sort, and it must be undertaken by motivated students.
End of conversation
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3. practice is the starting point for any effective math lesson, but it also includes some exploration and inquiry. Novice learners require much more practice and THIS is what is missing in most elementary classrooms today, not allowing for higher order math concepts 2 develop.
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Again, Ms Houle, you pointedly refuse to acknowledge the significance of student motivation, and the profound consequences of practice whose effect is to undermine it.
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4. what has occurred over a 30 yr period is an obsession with child centred, inquiry based learning to the detriment of successful classroom instruction. When we know what works, and how to employ it, why do so many choose to ignore it?
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Ms Houle, I am a mathematician. I love mathematics. Its propagation to the next generation is an urgent concern of mine, to which I have given much of my life. I respectfully point out that Euler's ALGEBRA of 1770 remains arguably the best text ever written on this subject.
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5. I would advise ALL serious about education to determine what has already been proven to work https://leadinglearner.me/2018/03/11/5-evidenced-based-papers-all-teachers-should-read/amp/ …, probably more importantly, be aware of what HASN'T been proven to work. Those conversations based purely on opinion can go elsewhere. Good night.
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