Back in the
"Study again those you miss." |
“Even if they said, ’3 x 4 was 11,’ if they were able to explain their reasoning and explain how they came up with their answer really in, umm, words and oral explanation, and they showed it in the picture but they just got the final number wrong, we’re really more focused on the how,” August says in the video.I can think of only two reasonable explanations for answering "11" rather than "12":
When someone in the audience (presumably a parent, but it’s not certain) asks if teachers will be, you know, correcting students who don’t know rudimentary arithmetic instantly, August makes another meandering, longwinded statement.
“We want our students to compute correctly but the emphasis is really moving more towards the explanation, and the how, and the why, and ‘can I really talk through the procedures that I went through to get this answer,’” August details. “And not just knowing that it’s 12, but why is it 12? How do I know that?”
- "I failed to learn to count by three's."
- "I had a dumbass teacher like you in 3rd grade and was not made to memorize my multiplication facts."
~~
Iroquois New Standard Arithmetics: Grade Four. Harry DeW. DeGroat and William E. Young. Iroquois Publishing Company, Syracuse, New York. 1938.
No comments:
Post a Comment
Be nice. Nothing inappropriate, please.