There was a lot of dicking around with TI-83 calculators, and drawing graphs to solve equations, which frustrated me since I'd already mastered the symbolic manipulation to do it faster and more easily.
From my experience, at least, my math education was astoundingly good. I went to a top 50 US university and immediately went into advanced math classes my freshman year and felt fine. The problem, though, is that I followed the "honors student" curriculum. The "regulars students" curriculum didn't include advanced algebra, calc, or stats, and the quality of geom/trig/algebra education that was included wasn't that great.
Another problem is that this was just my experience in Texas. Other states have different curriculums, which makes the whole exercise of saying "education in the US is ____" very difficult.
Stats remained something of a blind spot.
In fact you'll find more applications of calculus in statistics than statistics in calculus won't you? Seems the wrong way around to do statistics first.
Just seemed surprised that OP seemed to imply his high school offered only two courses... Algebra and calculus.
Mine offered algebra 1,2, stats 1,2 geometry, trigonometry, Calc 1 and 2.
Of course also pre algebra if you didnt take that in middle school...
I'm grateful of my math teacher for both those years for not reprimanding me for my brashness and encouraging me to solve number puzzles (one of those 0-9 tile sudoku-like things with math equations on laminated paper) for the rest of the period every time. RIP I was lucky to have you.
As someone who grew up in a poor immigrant family where the first generation was uneducated and spoke no English...I always find it insulting when low education is attributed to not having money. Not just myself as a counter anecdote, but 10 out of 11 of us second generation have college degrees and doing pretty darn well for ourselves . #11 is still in college.
Does it? It seems to support my view. Your link shows that in PISA rankings by race in America are in this order:
1. Asian Americans
2. White Americans
3. Multiracial Americans
4. Hispanic Americans
5. African Americans
Ignoring the multiracial category, because I couldn't find a source that included this category, that is exactly how median income differs between races in the US, i.e. Asian Americans have a higher median income that White Americans who have a higher median income than Hispanic Americans who have a higher median income than African Americans . How exactly does this disprove my statement? And what exactly is insulting about saying education outcomes are related to socioeconomic status?
After all, You're here. I'm not making derogatory and chauvinistic comments in your country.
Good luck going to China (where the other fellow apparently ethnically originates) and talking about how dumb they all are online and how much smarter westerners are. They have an insane and violent sense of chauvinism. I merely hope to instill a sane level of chauvinism in Americans who read disparaging foreigners.
This is a pretty important distinction to make, given that this entire discussion is regarding the content of the curriculum.
There is ultimately a problem of the students involved that is not going to change on the scale of a single generation or two. Across multiple generations of concerted effort, who knows. But ignoring what might be 200 years from now the American education system actually works pretty well.
Asian Americans are #4 on that list and White Americans are #16, bested only by a handful of Asian and European countries that are notorious for their stellar education systems. Meanwhile, Hispanic Americans are around #50 and African Americans around #60 on that list.
"If whites have high test scores while non-whites don't"
Whites do not have the highest test scores. Are you implying Asian Americans live in wealthier areas than whites?
By the way, yes, Asian Americans typically do live in higher-income areas when compared to other racial groups in America. Very few Asian Americans live in rural areas or in states that are known to have poor education distributions (eg deep south). Asian Americans overwhelmingly live in LA, NYC, Massachusetts, Dallas, Houston, or the Bay Area, which are certainly more "wealthier area" than places like rural Alabama, West Virginia, or Montana where poorer whites live. Asian Americans have the highest income levels out of any racial group in America.
It doesn't seem unlikely that smart foreigners might be placed in schools with other smart kids in their home country, while getting placed in schools with average kids in the US. As a smart white American who went to an unselective American college, it was certainly easy to learn contempt for the abilities of the students there.
I'm not sure that's a good metric of overall literacy levels in the country. Additionally, I think Soviet-era education, which expired around 2002, always stacked up pretty well to other leading countries.
Singapore, Korea, Taiwan, for example are well known for their technical capabilities, which correlate well with the PISA scores.
The link I posted refutes the GGP’s second sentence regardless of which countries have a higher score since there are quite a few of them in several geographic regions.
White and multi racial are very similar. Asian Americans are much higher. Unless you think the Asians Americans in America somehow game it...
Those hours were much more valuable in the long run than most of the time I spent in the classroom.
I don't think I would have gotten anything like the same learnings if I'd been playing on a SNES or Genesis, vs a Pentium clone. Not to mention the dramatic skew in the kinds of games that are available on the different platforms.
What we need is someone to "popularize" math in a genuine and non-patronizing way. Say what you will about Bill Nye/Neil DeGrasse Tyson/Carl Sagan/Issac Assimov, but they've been incredibly successful at introducing advanced scientific concepts to a wide audience.
Math needs these same kinds of "popularizers". Not only to introduce interesting topics, but to validate and remove the stigma surrounding math in the US.
I’d pay a lot of money to see what she could do with a full television crew to produce a PBS style math show.
If only parents made sports as "cool" as sports.
I'm sorry but if parents don't take the responsibility to make education a high priority for their kids then they are failing their kids. Parents are the kids biggest role models and they should be the ones to "popularize" whatever is necessary to change behavior. Whether it's math, or not doing drugs.
(a) my child is an 'A' student (getting over 92% on most tests)
(b) the student cannot do basic algebra without help.
For example cannot convert a^2 + 2ab + b^2 , back into
Does not even know what a geometric proof is.
(c) Can do many simple problems 'quickly' and efficiently.
However, cannot even approach a problem that should take say a genuine 1-2 hours. I am not even talking about more complex ones.
So the whole way of thinking about Math (and science subjects) -- is targeted towards 'secretarial/data entry' kind of activities.
Quick tricks, filling in blanks, fitting answers...
There is a complete lack of homework problems that require a creation of any kind of approach/ thought framework...
Instead, they are overwhelmed with huge number of simple stuff.
But, as I know form being in the industry,
it is that kind of job skills that being replaced by computers, or outsourced...
(d) Student is trained (or may be brainwashed) to think that material in school and good grades -- is not just necessary,
but absolutely sufficient
(with exception of social work and leadership skills... always can do more of those...)
If I get good grades, and if I am tired and busy with
This makes it very difficult, almost impossible
for a parent to penetrate through this wall,
(plus the social media, and peer-pressure cancers that constantly compete with me
for influence on the child).
I feel like my kids are just being treated as 'head count', in some 'feel good' & 'reward for participation' virtual video game,
whose purpose is to create a fake reality,
to reduce their chances of being competitive,
... and I cannot do anything about it.
The textbook we used: https://www.amazon.com/Geometry-Ray-C-Jurgensen/dp/039597727...
The Art of Problem Solving: https://www.amazon.com/Art-Problem-Solving-Vol-Basics/dp/097...
AoPS is pretty good but more geared toward math competitions. The reading is ok but the problems take some serious thought and if you can get your kid to do one a day s/he'll probably be better off for it.
If you go to my site in Chrome or Firefox, you can easily install such a bookmarklet by dragging the giant 'Via Facebook' button to your bookmarks bar.
Some funny things in the article:
> Discrete mathematics deals with such problems as...
No it describes solutions to those problems. You could also describe those solutions with other types of math. A computer Scientist wouldn't think of this problem in terms of a formula first. They would likely think of this in terms of a Data Structure and thing about the most efficient way their representation's strengths can be leveraged to obtain a solution.
A "calculus-track" Mathematician may think of this as a shape and attempt to frame this problem as an equation that describes the changes occurring in a subset of the problem. Luckily 3B1B just posted a video demonstrating this: https://www.youtube.com/watch?v=VvCytJvd4H0
> Students need classical math more than ever.
I'd say this is debatable. What's the work/value trade off for teaching someone calculus? I just aced my college's calc program and I've already pushed that crap out of my mind.
I'd say it's much more important to be able to learn how to do these things as needed. Learn how to pick up a book, find the chapters you need to read, read the material, apply it, and test your output.
> But discrete math is fundamental to computing and ubiquitous in the real world
I'd say it's not the only way to express those ideas.
> To understand software, you need a basic understanding of computers; for that you need some basic electronics education. [...] There are many ways to build a von Neumann machine—the world’s standard digital computer since World War II...
Lol. Who wrote that in the press release? I'd consider many micros with in-chip roms as Harvard architecture.
I'm getting ready to laugh at the development and implementation of Common Core 2.