So people argue with statements like 2+2=4, as a way to show that ‘conventional’ math isn’t teaching properly, or useful, or valid. Because it doesn’t cover all these *other* ways of knowing! But the other ‘ways of knowing’ are not new or different information.
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Despite what it says in my bio I don't actually think I'm a "genius" but I think I know a lot more about a lot more things than most of the Dunning-Kruger dicks who try to lecture me about the ignorance of the masses on Twitter
Thanks. Twitter will use this to make your timeline better. UndoUndo
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Nice cop out. I have not studied math beyond high school Calculus. But I do teach high school kids. So I know what is practicable, and what they need. And pushing dumb ideas like replacing useful math skills with cultural posturing drags down their success.
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No, I think you're obviously conflating what you're equipped to teach and what you can easily show improvement on in various metrics with some objective understanding of "what students need to know"
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...What's wrong with base-10?
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All bases are base-10
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