Honest question: To what extent has @paulg observed elementary math instruction in drawing this conclusion?https://twitter.com/paulg/status/1074247909724614656 …
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Another honest question is whether he's borrowing from what I wrote about this:pic.twitter.com/raJfJuqh6p
No, I hadn't read that. My 9 yo son, who used to be into math, now only cares about football, and I realized it's partly because when they play football at school, they're playing the same game pros do, but this is decidedly not the case with math.
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Isn't this the same question you raised in your "taboos" post -- what are we not telling children, and why? If so, even more interesting....
Thanks. Twitter will use this to make your timeline better. UndoUndo
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Strangely, I was talking this morning with a friend, a former division I college football player, who thinks school gym classes
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shouldn't play sports at all, just do drills/strength training and teach proper technique.
End of conversation
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It's not *really* the same game the pros play (NFL playbooks are a thousand pages long). It's a basic, essential version, which might also describe the math we want kids to do in elementary school.
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Many K6 teachers bring basic, essential mathematical experiences to their classrooms: robust number sense; estimation; conjecture and experimentation; pattern finding; algorithms in context; sense of space. Again, I honestly wonder about the basis of your generalization.
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