Common Core Math Explained
HTML-код
- Опубликовано: 11 сен 2024
- Dr. Raj Shah, owner and founder of Math Plus Academy (mathplusacademy.com) explains why math is taught differently than it was in the past and helps address parents' misconceptions about the "new math". Original video: vimeo.com/11080...
Don't trust this vid.
He writes his 8 in two different circles.
😭😭😭😭
So?
Evan Penny it’s a joke
Oh oh! (as in o o)
Who doesn't wrote 8's that way??
If they actually did this in class then it would be fine, but telling someone they are wrong because they used a different method then they were taught, but got the same answer, is the problem. Having multiple ways to teach a concept is great, but if a student is smart enough to solve a problem in fewer steps than the teacher's method, then they should still get full credit. This isn't true in common core.
THE SATS TEST FLUNKS YOU IF YOU DO NOT SHOW COMMON CORE TECHNIQUES!. A FLAT "F" IS GIVEN TO A CHILD MAKING THE CHILD FEEL TOTALLY STUPID!. I TAUGHT MY KIDS MATH SINCE IT'S BEEN AROUND DURING MY TIME IN THE 70 s. THEY HAD NO PROBLEM UNDERSTANDING CONCEPTS?.
Say a third grader gets the problem 14*8 and is asked to show the steps under the traditional method. The teacher wants the student to put the 14 over the 8 and workout the multiplication one column at a time. However, this student has memorized the multiplication tables up to 15 and simply writes "112."
Has this student demonstrated an understanding of the concept being taught? Do you really think the student should be given credit for getting the answer right, even though he/she didn't show how to solve it?
Haven't you ever seen "show your work" on the instructions to a test? I have, and growing up, I've never heard parents complain about it before. If I whined to my Mom that I didn't get credit, she'd tell me to "follow the damn instructions next time." She wouldn't storm to the teacher and argue that simply knowing the answer was enough.
Can we please agree that there is more to learning than simply arriving at the right solution? The solution is only one part of demonstrating understanding of a concept. If a method is sound, it should be taught AND assessed. This has always seemed to be a given. Now, if people want to argue about the effectiveness and efficiency of the new method, that is a separate discussion.
@twistedblktrekie yes that's the problem bad teachets
@twistedblktrekie : IT'S AMAZES ME HOW PEOPLE APPLY GOD TO NUMBERS?. WHEN HE IS THE ETERNAL GOD!. HE IS THE INFINATE GOD WHO ISN'T MEASURED BY MANS NUMBERS SYSTEM. HE IS THE GOD WHO ALLOWED US TO USE ONLY 20% OF OUR BRAIN. BUT OUR BRAIN HAS 'LIMITED' NUMBERS!. WE AS SCIENTIST TRY TO MEASURE GOD WITH HUMAN LIMITED KNOWLEDGE. GOD CREATED THAT 20% INTELLIGENCE TO ACCOMMODATE MAN BECAUSE MAN IS ONLY FLESH!. MAN COULD NOT EVEN HANDLE 2% OF GODS INFINITE INTELLIGENCE!. WE AS HUMANS AREN'T BUILT FOR INFINITE THINKING!. WE IN THIS BODY OF DUST ARE NOT INFINITE. SO WE HAVE ONLY WHAT IS ALLOWED BY GOD TO HANDLE ONLY LIMITED TIME FRAMES OF NUMBERS. OUR BODIES DECAY AND ROTT AND DIE. THEN THAT'S THE END OF 'OUR' KNOWLEDGE?, FOR IT DOESN'T GO ON FURTHER THEN. GOD DID NOT SET OUT USEING ALGORITHMS FOR ANYONE TO BE A CHILD OF CHRIST JESUS. ALL IT TAKES IS REPENTANCE TO RECIEVE CHRIST AS YOUR SAVIOR. PLAIN AND SIMPLE. NO AMOUNT OF ALGORITHMS CAN INFLUENCE GODS MIND NOR DECESION TO SAVE WHOM HE WANTS. MATH IS JUST A COMPLEMENT FROM GOD HIMSELF FOR HIS CREATED PEOPLE ON EARTH. SALVATION FOR ANYONE IS SIMPLE AND FREE. ACCEPTANCE IS FREELY YOURS OR ANYONE ELSES. TO RECIEVE SALVATION? ANYONE WITH HALF A MIND CAN WORSHIP JESUS CHRIST. HE DOESN'T HAVE ANY FAVORITE PEOPLE ON EARTH TO SERVE HIM SIMPLY. HE GIVES ALL A CHANCE TO MAKE THAT DECESION. WHEN YOUR KNOWLEDGE GETS IN THE WAY OF SALVATION? THEN ALGORITHMS TAKE A BACK SEAT IN GODS RELM. IT'S WONDERFUL TO PASS THE TIME HERE ON EARTH TO LEARN GREAT THINGS!, AND THAT'S OK. IT MAKES THE WORLD THRIVE. BUT TO BE INTELLIGENT IS A GIFT!, BUT NOT A REQUIREMENT FOR SALVATION OR KNOWING CHRIST JESUS. EVEN FAR MORE GREATER THAN ANYTHING ON EARTH? IS *SALVATION*. MAKE SURE TO ADD THAT 1st. IN YOUR LIFE. THEN EVERYTHING ELSE IS A BLESSING FROM GOD THE FATHER IN HEAVEN. SATAN HAS KNOWLEDGE!, BUT THAT'S NOT THE KIND GOD WANTS FOR HIS PEOPLE. FOR SATANS PURPOSE FOR HIS OWN KNOWLEDGE IS TO DESTROY SALVATION FOR HUMANS. BUT WHOM EVER CRIES OUT THE NAME OF JESUS? SHALL BE SAVED!. ALGORITHMS DIDN'T MAKE THAT POSSIBLE. YOU'RE GIFTED!, BUT NOW USE IT TO GLORIFY GOD YOUR CREATOR IN HEAVEN. WORSHIP CHRIST JESUS AND SEE HIM BLESS YOUR GIFTS FURTHER. CHRIST JESUS IS AWESOME. THERE IS NOTHING!,..NO ONE!...OR THING!... THAT COMPARES TO CHRIST JESUS THE SON OF GOD IN HEAVEN.
In the 90s I was always told to show my work even if I was able to just come up with the answer real quick without the extra steps. But this common core stuff seems too extra.
What you just described made perfect sense when you put them all next to each other like that. I think people don't want to actually have to learn "school stuff" again with their kids. I just had my wife's nephew move in with us. He has ADD. I've suddenly had to learn high school math all over again, almost every single night. If you resolve yourself to learning for your entire life, I think it opens you up to learning and relearning.
I basically had to do the same thing with my niece and nephew -- but it started with elementary school! She said, "If you don't learn this, your niece and nephew are going to fail!" We are only one year apart in age and both grew up struggling being taught under the old model. However, given that I had to start from the very beginning, I found that it clicked with my brain. When you have a strong foundation in the elementary math, it makes high school much easier. It basically carries over. I'd say the major difference is that the high school math books are written more like English books. There is more data analysis and such, but being the nerd that I am, I like that...LOL!
I have no problem with CC being taught in the classroom if it helps students better understand what's actually going on. The problem I have is when students are forced to use CC. If a student prefers the traditional method and can show that they understand why the traditional method works, just let them use it. If a student comes up with their own method or finds a shortcut and can show that they understand why it works, let them use it. Forcing the students to use CC completely goes against the idea that CC is being used to promote flexible thinking, problem solving skills, and creativity.
I’m studying now to be a math major, so as someone with a lot of experience with this field all I can say is it’s not as easy as your comment makes it out to be. You say if the student understands why the traditional method works, then they should use it. Yea, sure, but that’s not understanding CC, that’s understanding the traditional, which is more abstract and involves believing that you won’t make a mistake to arrive at the correct answer. To show they understand CC, they have to do that method.
A good parallel would be, in English, you’re told to write a paper in a specific format and present your argument at one part in the paper, then follow up with evidence to back it up. Well, you understand why that format works, but what if you prefer another format? It still presents your argument, but because it wasn’t in the format that was asked, you get a lower grade.
Is that fair? Yes. Part of school, especially in lower and high school levels, is to learn how to follow directions, and learn to communicate and understand by reciprocating what the teacher asked for.
CC is used in an attempt to make Math more enjoyable for students. Because when you understand things, you enjoy it. How many of us now, growing up with traditional, can say they enjoyed themselves? Only the people that understood math. For those that didn’t look at it like it was Hell. Now that I’m in college, my professors preach that math is more than just memorizing formulas. It’s visualizing, explaining, AND THEN using numbers. And since I’ve started taking that approach, I’ve become a math major. It’s something like a big puzzle that I get to have fun with and figure out.
It’s hard looking at something new, but if it helps the kids grow up with more critical thinking and more enjoyment in school, let’s go for it.
force and coercion have no place in learning.
My problem with it is that there are no wrong answers. Students that get incorrect answers in math class get their answers marked right as long as they explain how they arrived at the answer (I'm not talking about common core math in principle, but in classroom excecution). It's good for raising a class's average grades to make the school look good, but to me it's rewarding math ignorance. If kids aren't understanding traditional math principles and are memorizing the formulas without knowing how they work, then more time should be spent addressing those issues. I can understand teaching common core early on to understand the mechanics of math, but adding extra unnecessary steps in higher math when students already understand the mechanics is just busy work. If teachers are going to teach math this way, they should at least recognize and correct wrong answers. That way, we won't end up with a generation of cashiers thinking they can short change people as long as they can explain why they think change on a $14.82 bill should be $3.15 when being paid with a $50 bill.
This is bullshit.
@@SciloMendez pretty sure you just had a fucked up professor.
It's interesting that most of his steps were done by multiplication that was memorized.
Touché...
Exactly 😄
yes they were.....how does the child know 5x20 = 100? He didn't show that step did he? Must have run out of room on the chalk board lol
The stuff he did in his head was the most basic of multiplication tables with some extra zeroes tacked on. That's easy to me and I suck at math. If that's supposed to be a slam, it's a pretty weak one, lol.
I'm 31 but dude trust me I haven't progressed much since then, LOL. I did terrible all through middle school and stopped in HS as soon as I was allowed to and got D's on my required college math courses. And come on, are you for real? 5*2 is not hard. 4*4 is not hard. That's all those are with an extra zero added on. Even I knew that in 4th/5th grade. Funny how it's all adults on here complaining. My mom is all pissed off about it, that's the only reason I started looking into what all the fuss is about and found that there was no reason for the fuss. So much else actually wrong in the world and you guys are spending time complaining about there being multiple ways to solve a math problem? Get some perspective folks. This is such a non-issue.
The real problem is when common core is taught by teachers that don't know common core. It easy to understand here because this is a good explanation. Most children get confused because they are incorrectly taught. It doesn't help that many of these concepts are given in homework with question wording that is vague. The child is then left to interpret and answer only to be told that their reasoning was not correct despite the question being open ended.
When I was in 4th grade I remember I failed every math test.
It's still stupid.
The real problem is when kids who can do the math in their heads are told to "show your work".
And are failed when they dont regardless of correct answer
Not being able to show my work how they wanted to see it was the reason I dropped out.. I couldn't understand the process .. I knew the answer but didn't know how to show it haha
@@612ZtoMhS proofs and being able to prove the answer using your method is an essential part of mathematics, usually the stage where you are able to do your problems in your head is a preliminary stage to establish foundations and learn how to provide answers. When you move on to proofs and calculus you will know why.
@@pitoou2770 it was more of the teacher's saying "well that's not what I'm use to seeing I want you to show it to me MY way" but understanding what THey wanted to see instead was a huge cluster Eff of.. no I'm right you're wrong .. type stuff...
Seriously I brake down math into such weird way in my head but it gets me there faster. The first question I'd just 45x10=450x2=900 then 45x2=90×2=180+900=1080
Edit: I also dont like doing it vertically for some reason too
This video seems disingenuous to me. I was taught the standard algorithm in elementary school, and that included understanding why it works. The debate about common core isn't over whether to give students a conceptual understanding of math. Claiming that that's the point of difference is a lie. The debate is over whether common core's ways of teaching that conceptual understanding are cumbersome, confusing, and ineffective.
Exactly. My students understand place value, and still use the old way. Common core uses so much steps that they get tired even before they get to the end. It's just not efficient.
They don't even teach this type of math properly, it's a botched attempt at teaching what higher IQ individuals like myself invented to do mental math faster. Which is silly, since calculators not only exist, but for most people it's faster to type in a calculator than to do mental math. They over complicate what is meant to be an easier way to do MENTAL math.
"Cumbersome, confusing, and ineffective." That just about sums up common core for me.
@@EchosTackyTiki everything is "Cumbersome, confusing, and ineffective" when u are used to type stuff into the calculator without thinking. Just give the kids the chance to learn something deeper than the shallow, surface-level stuff u are busy with, willya?
@@shadesmarerik4112 hey, that's what we learned when I was in grade school. Do it by hand, use your head, and get good at it.
This explains why my son was so amazed when I taught him my way. I didn't know they did it a different way. Thanks for the explanation. It's good to understand what they are doing, but I think I will stick with doing it the efficient way.
The reason a lot of people suck at math is because they don't understand what they are doing. If someone understands the Distributive Property and number decomposition, the standard algorithm isn't the most efficient way to solve this problem. It can actually be solved, mentally. (45 X 20) = 900. 45 X 20 could be thought of as (45 X 2 X 10). (45 X 4) = 180 and could be thought of as (45 X 2 X 2). It's easy to add these parts together.
Common core is meant to explain the ‘why’ behind math, not just the ‘what’ and ‘how.’ We have far too many full grown adults who can hardly handle basic arithmetic because of the way we were taught. Common core is more work upfront, especially if you have already learned this stuff, but it builds a much more stable foundation for people to develop their math skills later in life on. Don’t discount it just because it’s newer and different.
@@luigi290 Yep!
@@chocolateangel8743 yes. You understand well! This is how I do it too. (Except my midpoint process is 450x2 instead of 90x10 :D ) but yes, it’s nice to find another person who does this.
I bet you know this one too: 8% of 140 is really just 10% of 140 minus 1%, twice! 14-2.8. Done, about 10 seconds or less... no paper, no pen!! :)
@@educateyourself3872 Yeah, that's how I'd solve the last problem (in my head or on paper).
As a veteran teacher, having taught 1,000's of students at the primary level, I will tell you all the truth; it is so much quicker for the 4 - 9 year old mind to understand the concepts, and getting the "conceptual understandings," by teaching the "how to do" process first, though drill and practice, and then having the purpose/concept explained to the primary level student once they have the process down to an automatic state.! Common Core discombobulation garbage is stupid and slows down the creative mind. I must say, DUH!
Charles Curtis Tucker That's the point, don't you get it? They are killing creativity.
The problem with the "less efficient but more understandable" way is that it involves using much larger quick problems. With the original way, you're doing single digit multiplication and simple addition in your head. With the new way, you're doing double digit multiplication, which is way more difficult at a younger age. At 3rd 4th grade I knew what 4x4 and 2x5 was because I could count that high very quickly; 4, 8, 12, 16. I did not know what 20x40 was without doing an entirely separate math problem. So I don't see how this is giving any more of a "why" than the original method. The "why" has always been "so you can count big".
But I can multiply double digits in my head fast
@@Canev821You must have missed the "at a younger age" part of my comment. Most regular kids in school cannot do double digit multiplication in their head
@@TheSkybax even as a kid I could
@@Canev821 congratulations
Under CC math, they actually teach kids all kinds of ways to deconstruct a problem like 20 X 40 and how to do mental math. It's about understanding number relationships -- what they call having a "number sense." I've talked to engineers and other scientists that told me they always used CC-like techniques to do mental math and beyond. Unlike most people, they were able to figure things out on their own. When it comes to the "why" of it all, it's how some of us learn. I, for instance, am not one of those people that's able to successfully execute a math problem by memorizing steps. I do math by working through the mathematical logic. Without having that to lean on, I get lost. It's just how my brain works.
So my 2 cents... I am far from a genius but I have been very good at math since I was in first grade and have always done a lot of math in my head. It just came naturally. And it has made all my college math classes very easy. The more I have seen on Common Core, the more I have realized that they are teaching methods which I have always done automatically. They're teaching a more complete and fundamentally sound way of doing things which in all honesty will pay off big later for those who take the time to understand it. The problem is it's much easier to take 10 seconds to ridicule or dismiss it, so that's where we are.
Fundamental math. This method does make more sense. It's probably how they did math in B.C. 1000. So it's actually the old way.
I agree the way they teach it is the way to make fast mental arithmetic to kids who don't figure all the shortcuts on their own... that being said the way it is thought seems to be lacking - the way you probably managed to be good in mental arithmetic is that some stuff you just remember. And also you know when you don't need to use the common core way, because just because you understand something on a more fundamental level, doesn't mean that the mechanical shortcuts, which were created so that you don't need to understand it on such a level, don't work.
Also figuring it out on your own meant that you came up with the way that suited you the best... For example when it comes to common core subtraction you might want to just start adding the most significant digits and then just figure the rest by carrying ones instead trying to first get rid of the least significant digits so that it would make more sense to start adding hundreds even though the order does not matter.
I was always bad at math, but this actually made sense to me and I would find more shortcuts as I got better at it. Ironically, the kids that were good at memorizing numbers and formulas, were really bad at geometry and I always aced geometry because it was more like a puzzle to me. I was surprised when a kid that went to math school since she was 2, couldn't visualize which flat shapes could be folded up into a cube.
The 2nd solution is sort of understandable, it breaks down the numbers into more comprehensible numbers, but I don't see how the box visualisation helps with algebra. Probably because I grew up with the old standard method and have a different way of abstracting algebra in my head.
@@estycki this was me as well. I struggled with math so much. But geometry, even advanced geometry, was fun. I just understood it. Shocked the hell out of my math wiz brother and grandfather. My brother was always top of the class in math, until geometry. My grandfather was helping my brother with his geometry he and I just walked right up and completed everything in just a few minutes.
I didn't start getting good at other math until an adult when I basically re-taught myself. Turns out the way I re-taught myself was common core. Who'd have guessed🤷
WTF! Just do it the old school way! To quote Spock, "That is illogical." The old way is not boring. When I was growing up somehow I didn't learn to subtract in the 4th grade. In the 5th grade I didn't do my homework and the teacher asked me, why? I said I don't know how to subtract. So he told me to stay after class and he showed me. It only took him 5 minutes to explain and I got it and loved math ever since. This new common core is just wrong.
chieflittlehorse your response proves to me that teachers just need to do a little 1 on 1 time with students to help individual issues.
Unlike inventing a whole new standard and method,.
gageoninja education should be performed at the local community level, federal government never does anything right
+gageoninja
System won't allow that much common sense. Population's growing dude. Teachers work in awful conditions with unpaid overtime, and they see how little their employers (U.S. Government) value their well being, so they're jumping ship. Qualified teachers are running off to places that won't fuck them over, and they're being replaced by well meaning poorly trained, fools. We refuse to stop having kids. My old school is now averaging a student teacher ratio of 40:1. exactly what the men who control our country wanted: a public behavioral modification system. Only thing kids learn in schools nowadays is how to read, count and serve. Everything else is just an illusion to keep you from getting pissed about your tax dollars funding the quiet assassination of the American Dream.
Hell. I'm good at math. I like math. I learned the old way, understood the ones, tens, hundredth place, etc, in the 80's while smoking a lot of weed and eating mushrooms. Maybe it's not the math, but the way teachers teach said math.
Bravo! I agree 100%!
Oh my God.
😂😂😂
Teachers of today are dumb!
Exactly! That's why they're teaching it differently now!
@@Fred_Stallone When I was a kid, my math teacher told me that, when there was a subtraction problem where you had to "borrow"/regroup, the standard algorithm was the only way to do it. She just said to "memorize the pattern" (by doing lots of problems). There was no expanded subtraction or any of that. At least you're taught multiple ways to solve problems -- and have RUclips. You are much luckier than you realize.
As a visual spatial learner, this makes so much more sense to me than the way I was taught math in school. It's basically the way that I do math in my head.
Of course it takes longer to do a common core math problem. It's primarily a learning tool. Like the guy said, they also teach kids the exact same algorithms that we learned. So, at the end of the day, your kid will be doing math problems just as fast as you.
But when you broke it down visually you broke the rules by calling on those memorized multiplication tables.
He was not doing away with memorized multiplication tables. He was showing how the place of a numeral in any number indicated the multiple of ten that that numeral indicated. So 45 is a short hand way of writing 40 plus 5, and again this is shorthand for 4 lots of ten plus 5 lots of 1.
Some people get this instinctively - I did, but many kids just don't. They may learn to procedure, but they still do not understand the shorthand.
I had an example of failure to picture this short hand during my very short teaching career. I could teach everyone in the class how to expand a simple brackets expression such as 3(A+B). I could even get everyone to expand C(A+B), but half the class could not get their minds around (C+D)(A+B), no matter what I tried!
This is the simplest of concepts to me, but half the class were totally stumped.
Lets make this simple, In first grade i learned how to add with blocks. I knew what the number meant because of the blocks. In second grade I learned that 2 blocks x 2 blocks = 4 blocks. I did not need to understand or have i ever since needed to understand the representation of the damn blocks. What kids need to know is how to work out problems to solve issues, why the hell do they need to know the long version? is the place holder of any value/ NO IT"S NOT, this math is absolutely silly.
+A.S.G. teaching kids to understand "WHY" math works is VERY important. i learned the "old way" just like you. but, it is better to teach children how to factor variables at the same time as teaching them to multiply or they'll be WAY behind by the time they hit Calculus III......i assume you haven't had to take college level classes or you wouldn't have made this ridiculous comment......
+Thundercepter On the contrary, i excelleed at ap calculious and moved on to study engineering after high school. This guy does not give a very good representation of the new method. I found another video that explains it much better. On another point this method still seems a tad slow as i dont see the need to know how that factors in. I see it as a builder being taught how to build a hammer, not exactly something he needs to know for the direction hes headed but still interesting information.
+A.S.G. i have degree in aero-space engineering and engineering physics. the fact that you can't spell "calculus" or "excelled" makes me doubt, very much, that you've "excelleed" at anything mathematics related.....lol sorry....have a nice day...lmao....
+A.S.G. "calculious"
+Thundercepter im getting old texting on a phone isnt as easy as it use to be lolol
This is the first video I have watched. I know I am way behind, I am 52 with no small children, a co-worker told me to check it out. This makes a little sense for very young children. I was not a fan of math from the start. It was not until I was well into my 40's and I went to school for Optical Dispenser I became not only interested but very good at math. I was taught a different way of thinking about math. So I understand why we would teach this way to very young children. I believe it will change the way people think about every situation.
“Let’s hope that’s right”. 😂 My math professors would spazz out if they heard that. 😂
I just want to say, I typed in common core math fully ready to judge, depreciate and automatically click thumbs down. I am humbled by my close-mindedness, in this way of thinking. I originally just went along with what everyone else had to say about the "extra" work, when in reality? It was always hard for me to do math in the first place, so watching him break it down in steps was enlightening. It truly makes me wonder that if I had been taught this way, if I had been given the chance to learn math visually or even with a few extra steps, would I have had much better grades in school? I worked my tail off in school and for what? An actual C average? This, this right here is needed to help the children who went through what I did as a child. Felling inadequate. It's amazing to see math in a away I never have before.
I can only speak for myself, I sucked at math in HS, dont think I really passed the subject, didnt go to college for over 10 years only after I started working as a designer in an engineering dept drawing and needed to get a degree to further myself in the military, OK all the preliminary out of the way, my first college algebra class was a joke half the class dropped it due to the college math major who was teaching (foreigner) no one could follow her instruction, I came back about two years later and with the instructor from the daytime classes started understanding the concept and was lucky enough to have a civil engineering grad who offered to tutor me, she would break it down into terms I started to understand and showed me how to apply it to our work as we worked in the same dept, I furthered my math background upto calculus, I consider myself an example of how coming from a near fatal HS math background and acheiving the deans honor roll did not require CC, and based on what I saw here therre is no way I would use the CC concept to work engineering calcs its not efficient.
One more statement please, I had a grandson who came to me on his first day of 8th grade and wanted to know if I would help him with his algebra homework, we sat down and worked out all the answers that checked with the answers in the book. The next day he comes home and shows me that the teacher would not accept our answers as we did not use CC. I fumed when I saw her hand written note on the paper, but my grandson had started understanding the conception they were teaching. Now my beef is, these CC people have excluded all people who were taught traditional math and cant explain or help their children, if you think Im out of line then go back to the late 60s when we were taught the new math then, I was lost, did not understand it and it showed through out my middle and high school. You can take all these changes and still come up with the same answer, I used different methods in engineering to come up with the same results as my boss, what could he argue, what I didnt use his way because he thought it was the only way? he would get red faced mad but I still came up with the same answer. But if you are going to confuse education then it becomes a misnomer.
I use it daily (long before CC) and no one taught me how... it just made sense. I first figured out how to do it for addition and subtraction in 2nd grade from counting money my mom gave me for doing chores. $23.46 + $11.32. I would naturally add all the paper bills together 23+11=34, then count the change 46+32= 78 sum is $34.78 (you could do 40+30+6+2 if its easier for ya). Breaking down problems like this lets kids use the power of a base 10 system, and prepares them for the abstract thinking of simplifying and breaking down equations. It also gave me a wonderful grasp on the metric and fraction systems. (Dollars are a very easy to use base 100 penny system) I could add and subtract 3 to 7 digits numbers in seconds in 2nd grade using this method. I did it all in my head like I still do to this day. I can work very long problems in my head using these and similar techniques because Ive thought this way from early on. Co-workers get freaked out when I go quiet, then blurt out an answer to a very difficult question worked out in my head.
TBH This is common core at it's best. Or well in my state this was actually the standard lol. (Virginia really did set a super high bar for it's students lol) Now with that being said, I'm seeing a lot of parents being like "I don't understand my student's math homework" and I agree to some extent, Forcing kids to learn in just one way is bad. My teacher (Bless her heart) taught us multiple ways to look at numbers. I gravitated towards the traditional way of solving multiplication, but I completely see how somebody who would use the second (or even third method) coming to the same conclusion.
With that being said, I don't entirely agree with how common core has been rolled out in a lot of schools, I think while I agree with the principles of common core, we really have to rethink the way we're teaching kids in general. As funny as it sounds, every year all of my teachers would give out a "test" where you would think about how you handle learning things (I.E If you're a visual learner, or a kinetic learner, or a Auditory learner" And my teachers tried to teach everybody like that, trying to hit every beat.
My thoughts exactly. As a failed STEM student i just can think....what if?
When I was a kid, it was NEW MATH. My mother made me do EXTRA homework from traditional books she bought. Now I'm an engineer. However, from what's shown here, Common Core math looks like just new algorithms which is fine. We all use different algorithms to do math in our heads that are different from what we use on paper after all. This is not anywhere near as poor a teaching method as was NEW MATH. It was ridiculous. NEW MATH was ALL concept and virtually no practicality. Everything was like a Soduko puzzle with almost no explanation of what math problem you were solving and almost no application. Thanks Mom. God rest. OH, did I fight her on that extra homework!
I grew up in the '60's and I'm a victim of New Math as well. It was instituted in my school district when I was in 4th grade or so. I'd always been of mind that I had no aptitude for math. By the time I was in high school I hated it. A few years ago I ran across all 12 years of my school report cards my mother had saved. I was surprised that for most of my elementary years report card grades reflected that I was a good math student. It was as of 5th grade (and in the New Math cycle) that my math grades began to fall. By the end of my sophomore year I was barely passing the subject. I just remember thinking math was a puzzle that I couldn't solve and I hated the frustration it caused me. Evidently my brain wasn't in sync with New Math concepts. I'm fearful Common Core math will do to many students today what New Math did to me.
Oh yeah... New Math was eventually debunked and viewed as a not too successful experiment. The jury will convene in a few years with a verdict on Common Core.
@@AztlanViva I actually find common core math more practical and a good thing. It's about understanding the numbers and the meaning plus multiple algorithms (methods) of solving math problems. Take it from a guy who has used mathematics his whole life long and thru a long career, common core math seems logical to me, intuitive, and gets into a natural way of understanding how numbers and arithmetic works. I like it. So long as they also teach the traditional way, in addition to alternate ways (algorithms) of solving math problems. That's not a bad way to go. And when I was young, I thought doing math in your head meant doing say long division on paper in your head, remember all those steps and interim calculations. Nobody told me the short cuts for the real way you do math in your head. I had to learn THAT on my own. That amounts to alternate algorithms for solving the problem. That's what common core math is teaching and that's very good. New Math was just a failed experiment that educators in my time refused to admit was failing.
I received a 100% in my high school algebra class and a 94% in trigonometry. I understood why I was doing what I was doing because I paid attention to my teachers as they explained the reasons for doing each step. Now I can't even help my future kids with their math homework because this common core BS makes no sense to me! Furthermore, won't their bosses give them strange looks when they see their newest employees taking up multiple sheets of paper to solve simple math problems? Yes, I know they'll have calculators, but I'm just saying for instances without calculators. The boss is going to give them one strange look, like "wtf, we're out of paper again because of you!" lol
LMAO! Office supplies expenses is too high
It's not hard to learn the new way, in fact it's been going around since the 1980s when it was called "new math". As the guy explained, once the process is demonstrated so that the kids can get a grasp on how numbers work, the teachers show them the old algorithms you're familiar with. The goal is to have kids who can do this stuff in their head and throw out the scratch paper altogether.
Haven't The Lorax taught us anything? Save the trees! Knock on wood (while we still can), our offspring's offspring will live with Darth Vader/Stormtrooper respirators on their faces trying to make love, making a baby so they can wear a newborn mask every time they decide to play outside. Climate control buildings and homes with an air tight oxygen supply. But once they go outside, Don Mask. Hey Timmy, what are you going to be for Halloween this year? A Stormtrooper? You've been that all year! In other news, 5 people committed suicide. Knowing that they had ten minutes of air supply left, they decided not to pay to refill their tanks. They will be missed.
For AiR News, I'm Stephen Scisney. Stay breathing, not wheezing America!
+ashley johnson really? You still do the long hand version of multiplication? You just further proved why common core works. This long hand work is intended to simplify the process in our head to avoid the need of long hand multiplication on paper and the dependency on calculator. Your problem is you don't want to learn something new.
+Politucus troll BULLSHIT. My son was in school in the 80s and NO this was not taught this way.
And it is stupid to teach children to ignore shortcuts and go for a stupid algorithm. For example 49x49. Lets take 50x50 which is clearly 2500. Now for 49x50 we subtract a 50 so we have 2450. For 49x49 we subtract another 49 and we have 2401. This is the smart way to teach the kid. Looking for practical ways to find solutions instead of stupid algorithms for the grocery stores. the only thing really useful is memorizing products up to 9x9 just for practicality. All the rest standard algorithms for simple stuff can be skipped. It is not necessary.
john harbinger why would you subtract 50 and 49 instead of 49 and 49?
I remember being taught why these algorithms worked and more or less understanding. We used cuisinaire rods to show how 10 ones makes a 10, 10 tens makes 100, how to regroup, etc. I thought it was really cool!
I feel like most of the stuff that is illustrated here I did *get* when we were taught how to do it in the traditional ways. Borrowing, regrouping, etc.
Don't they have stuff where they have to write paragraphs about the little mental math tricks you pick up on your own as you get older, like to multiply a number by 9 you multiply by 10 and then subtract the original number?
@CamdenBloke You were lucky. It could have been your age and/or where you went to school. Some schools have more resources than others.
buy a new whiteboard marker please
+Geoff Hazel Arizona public school districts are broke. They can't even afford to pay for American teachers. They probably force the teachers to use up every last drop of ink on their markers.
It's the fucking lighting reflecting off the board you bitchslapping ass
+Tomo Cas no need to be profane.
With all that extra work, even the marker‘s refusing to cooperate.
I homeschooled my daughter..... she graduated with college degree at 16..... mathematics
No common core required
Speed Math + Vedic Math
Wow that's crazy, you mean you were able to properly tutor the ONE(1) SINGULAR student you had? Outstanding. Now try it with 6 different classes and 30 students in each class. Fucking boomer.
fozgoth You don’t win your argument by being rude and hostile. Learn to retort in a more mature and calm manner and debate with a better attitude.
Making my comment 1 minute in. I already agree with the guy. A lot of times we were simply taught to regurgitate information and not understand the WHY. Understanding why is absolutely fundamental to math and sciences.
@Cedric Walker I would agree with this video? That is a response warranted from someone who knows me.
People don't NEED to know how they arrived at an answer, but it is way more valuable to know WHY than to only know HOW to do something.
I'm not trying to convince you, the more people who believe common core is stupid and who think learning the "why" is useless will be the reason I stay employed for my entire life. :)
This is just as logical as flying from California to Utah, but going through the Pacific Ocean, Euro-Asia, Atlantic Ocean, and the east coast to get there. Can we use common sense and go directly to the adjacent state????
Explanation and Showing Work should not define your grade in math.
This is illogical! For example: is it alright for a doctor to do a heat transplant but use a different organ? Like having a pancreas instead of a heart? *common core guy*, "Well as long as the doctor showed how he did it and explain why he did it; it should work."
Jamison Legaspi haha that's a good one ^_~, youre hilarious!
Jamison Legaspi
Your metaphor doesn't really apply and in addition, California and Utah aren't adjacent states
I work with children in public elementary and middle schools. They are horrible in math. They don't understand anything doing it this way. They take forever to complete a simple long division problem and do all kinds of writing of all the multiplication tables on the side to solve a simple division problem. They say they know their math facts and can't even answer what is 11 times 6!!! Imagine that-in 4th and 5th grade!!!
What's happening now is this math is NOT working for the typical student. This math is creating math illiterates just like the dropping of phonics in exchange for sight word reading did.
These things are cool to learn on the side. But young children should learn their math facts first and then tackle math problems. Understanding is secondary to knowing the math facts. Children should be taught understanding of math as they are learning to do problems. But they should already know the facts. This way, they can be free to learn the steps and formulas as they are taught and not have to continuously be frustrated by basic calculations.
I would challenge this guy to teach students his way versus my way anyway. Give me a kid who knows his facts and he can learn most basic math quit easily. Period.
I Agree, I have a B in math because of doing my work incorrectly. Recently my class has been doing Systems of Equations and I remembered 1 way and was comfortable with it, but i got marked down for not following procedures
C Pope YES!
C Pope This method looks so easy to me. It''s just breaking the problem down into simpler problems. It's how I did the math sections of standardized tests when I couldn't have a calculator.
What's wrong with it? How long has it been in use? Is it really failing to work?
eitkoml I understand that for you this works. So, I would not argue with you using it yourself or if students are having too much difficulty getting it the traditional way. There are many reasons why I am against showing this method as the first way to learn multiplication. The first is that many teachers require students to do homework and have their parents help the children with their homework. The children are at a loss of how to do this on their own initially, and the parents are even more confused. This makes for frustration in homework and math. Let me see you do this with 7 digits times 5 digits. You will need an entire whiteboard.
The traditional way is easy for most parents. The only problem with the traditional way, is that the students cannot instantly recall their math facts when they begin to learn multi digit problems. I know my facts and can easily complete these problems accurately in no time at all. This can be easily and quickly repeated for any amount of digits. After the students master the traditional way, then and only then introduce other ways of doing the problems so that student can choose what works for them. It is ridiculously inefficient to have to draw all these illustrations at the same time as students are learning the steps. I have seen students do all of this stuff on the board and often end up with the wrong answer and they can't even check it to see where or how they got it wrong.
The proof of the error in your thinking is in the results themselves. Why frustrate so many people and students because something works for you? The only thing that matters is that it works for them in their environment. Using your method, students tell me they hate math, they don't understand it, and they often get it wrong. So, while you understand it, the results are WORSE for many students who are being taught your methods early on. Students do not need to understand everything at the same time as they are learning steps. Understanding will come later when they are ready for it. And that is O.K. Right now they are just trying to get through their coursework first and foremost. They are young children and many of them don't even understand how long feet and inches are if you ask the simple questions like, how many inches are in a yard. How many feet are in a mile-they might say 8. This is what our new math education has produced. Let them learn to walk first. There is plenty of time for understanding as they get older. And as long as they can remember formulas, vocabulary and fundamental steps, they will be able to apply these tools later on as they begin to use their math.
The correct solution is to teach then all to instantly recall their math facts at least through the 12's tables. This whether they understand them or not. Understanding should be taught separately as they advance through their math curriculum. Then and only then will math become easy for them.
Math facts is to math what phonics is to reading. All they have to do is learn to INSTANTLY recall the facts and get a good traditional curriculum-not this and the students will sail through elementary school math-guaranteed!!! No more frustration for parents!!! No more frustration for students sitting for hours trying to complete some basic addition and multiplication problems.
Please stop advocating this method as the initial way to learn math. It is a disaster for most students. The kids will say yes, I know how to do multiplication and division and then try and get stuck or get it wrong. They don't even know that they don't know how to do it. Oh, and they still don't know their math facts!
hopenchrist777 Actually I did basically do this for standardized tests. I broke math problems down into smaller pieces that I could quickly do in my head because it was quicker than writing them out the traditional way.
OK, enough hype. This is exactly the way I was taught 65 years ago. Anyone who says we were taught "algorithms" without "understanding" is either ignorant or dishonest.
65 years ago we were extremely strong as a nation in mathematics and their teaching. I grew up in the 90s and math was atrocious - just flip through a textbook from that era and note the mass of instructions on how to push buttons on a TI-83. I've had to collect books from the 80s or earlier just to pass my advanced classes.
@twistedblktrekie Money has little to do with intelligence or learning. If you pay attention in class you don't need the damn textbooks to teach you anything. If your school was as good as you claim, then your state sucked, your teachers sucked, and/or you sucked.
Sincerely,
Someone who went to elementary school in the 1990s and didn't have fancy tutors.
@@LindzHoward what are the books? I want to develop 💯
Nwo GARBAGE
I paid attention and watched your whole explanation, but I totally disagree.
It didn't take New Math or Common Core to get us to the moon and back, or to build the ISS.
+tom7601 Right, the German Scientists got us in too space. If they had gone to American schools we would have lost the space race.
+Chris Curran Clearly, the scientists didn't help you. (into) not (in too)
+Chris Curran Oh bullshit.
warfossil Typo, my friend. Typo.
+tom7601 You're right, it was immigration that did all of that.
When I was growing up in 4th grade we did the multiplication chart which we used to memorize 1x1 all the way up to 100x100 maybe just 10x10, either way, the memorization of those equations never stopped me or 95% of the kids from understanding it conceptually as well.
same, although we went up to 14x14
There is a major problem here. In the common core math model you are multiplying 20 x 40 in your head. I mean i know its 800 and you know its 800, but does a 3rd grader?
I must admit this doesn't seem so bad. The common core addition and subtraction is absolutely ridiculous and way overcomplicated.
Even if everything you say is true, its not much of an improvement. Give the students real world applications, let them build things. There are also things like physics. Where you use math, but its to solve problems not be abstract.
They say they want to teach kids to be college ready, ok fine. How about teach them how to apply to college?? I never learned thing 1 about that. My parents didn't go to college and i was 17 years old with nobody to help me. Teach them to ask their boss for a raise, teach them to fill out a resume. Teach them to start their own business. Teach them to apply for financial aid. Like useful things. 90% of what we teach them is garbage.
If they don't learn basic algebra they're not going to college no matter how good their application is.
so true, the students will have to set up another equation of 20x40 on the side and have to solve that first using stupid CC and then solve the main one after
Explain to me how using the area of a rectangle (a daily calculation for many professionals) isn't a real-world application, or an abstract from the idea of just using rote memorization of multiplication tables? How is this "not an improvement?" How is this not building things? I mean, you can't see the obvious classroom application for this? You can have students build literal area models (which is what this is called in his use of finding the area of a rectangle). You don't see the physics in this example? You don't see the USEFULNESS of this concept?
Also, a 3rd grader might be learning 2 x 4, and then how to multiply 20 x 40, but they aren't on the concept of how to multiply the area of a rectangle, or 2-digit numbers with different values in the tens and ones places being greater than zero (like 45 x 24). So you're missing the point if you're concerned about a 3rd grader following this concept. He's not focusing on a certain subject. He's demonstrating how common core allows us to see problem solving from multiple perspectives and multiple solution processes. So, why are you being specific, in a non-specific demonstration?!?
And if you "didn't learn one thing about how to apply for college," then you didn't make use of your school's available resources, ie your high school counselor, your career center, (if you had one... my school did), your library, your librarian, your TEACHERS... Seriously, applying for college (as well as financial aid) is possible for any 5th grader. There isn't much to it. Filling out an application literally requires no skills beyond 5th grade. Want to ask your boss for a raise? Go ASK. This isn't a skill beyond basic socialization skills learned in elementary school. Want to fill out a resume? We covered this in 8th grade. I remember it distinctly, because I had to do a project where we had to follow a template, use complete sentences, and make a direct, strong, but short point about ourselves. If you didn't do that in school, one of two things is true: Your school sucked, or you sucked as a student. Point is, schools DO teach this stuff, and these resources ARE available to students who REALLY want/need them. If you didn't use them, that's on you. If your parents didn't know about them, that's on them. If your teachers/school didn't offer them, you should have gone to a different school. Most schools DO have these basic things available and taught.
Hey could you tell me the study that shows, "Common Core Curriculum", effectiveness? I am doing a research study for my Psychology masters and all of the research i have found is inconclusive because it was only implemented in 2009 and there is no way they could asses its effectiveness.
It's called COMMON SENSE. Who told you 20 x40=800? How did you figure that out ? How much longer does your way take?
This isn't new. I was taught this way when I was a kid back in the 1970s. It was in our textbook. We did it the second way for a few days, and then when we got the hang of it, we learned the standard algorithm. By the way, the CC standards actually do say that students should learn the standard algorithm.
I had to go to a special class because my speaking wasn’t up to par when I was little. If they don’t have the same thing for mathematics yet, they should.
I remember having an "aha" moment in school when math clicked and suddenly got easier because I had reached that comprehension point. The fact that they are now teaching kids different conceptualization techniques that I had to figure out myself is kinda cool.
I can see how this method could help some people understand the algorithms better, but in some ways this is making them learn twice as many algorithms and ideas, and that probably makes it harder for other students to keep all the methods straight. I think my teachers explained what CC shows you as we went but we never had to learn a whole other way of doing it before switching to the way I was taught. There certainly are many different ways to solve these problems, and different ways of visualizing what you are doing. I had never thought of it like the area of a rectangle before, but I also don’t think that knowing that earlier on would have helped me in any way, seems to make it more complicated. Everyone is different though.
Place values were 2nd grade math, this was all taught and understood by the student as long they had a good teacher.
wow this seems super bad for kids with adhd and dyslexia. glad I graduated before they started this nonsense
Makes perfect sense to show new strategies for doing math. Learning multiple ways to solve math equations gives a good foreground to build pemdas/ bedmas on.
Tbh I think this isn't as bad as everyone think. Being a programmer i find myself drawing pictures all the time and the common core is probably being implemented as the country gearing future students to be more mathematical and perhaps programming will be a common skill that everyone will eventually have. Its not bad, different yes, but the approach teaches how to break apart problems and solve through divide and conquer. This will create really strong math students in the future
I am glad that I learned the old method which is far more succinct to me. It nice that you can arrive at that answer a different way and the common core method would be a good foundation for algebra and geometry.
This type of thinking and trying to rationalize common core as how it 'should' be done aligns with the current state of our country's youth. Common core is not better or simpler, you just have a big group of people saying it is and telling people they are wrong if they don't agree, no logical explanation showing evidence of their opinion, just a bunch of feet stomping and pointing to their idea.
You see the same 'logical thinking' spread across most social media and political platforms that leads to half-truths, misleading information and flat out lies.
omg I never realized that this "common core" idea was literally what I was doing while I was growing up!!! Like, after taught the standard algorithm and starting to do math in my head I started to break numbers down into place value cores and that would help me arrive to an answer without using paper or a calculator. This is a really cool discovery lol
I did this without being taught too (80s!) It was the only way I could make sense of math. I needed to understand "why" and this way to visualize the equation.
And this guy claims that we aren't able to figure out alternatives to problem solving because we were taught the old algorithms. But you, iPisces, and Euphrentic, did. I too have figured out alternative methods.
@@chelseyburger3415 that's a very anecdotal statement. 3 out of everyone elsr
@@RyanRyan-no4vt basically what I was thinking lol
What do you do for a living now? Are you an engineer or something that requires higher level math?
Explain why colleges and universities do not teach common core math. A relative started college straight out of high school last year. He was placed into remedial math.
I vaguely remember having difficulty with the first method so my teacher explained why using the second method so I could understand the first. So it seems the deeper understanding was sacrificed to promote the shortcut.
I recently saw a video that explained of how to teach math -- via rote memorization vs. in a more conceptual manner (to promote understanding) -- has been going on since like the 1950's when "the space race" came about. Mathematics professors said that math should be taught like a language, with emphasis placed on properties and stuff. This worked well for high school math educators -- because they took more math in college.
However, it was a differently story for elementary school teachers. Until recently, most were trained as generalists -- because they taught multiple subjects. There were also way more elementary school teachers than high school math teachers. This meant the government would have to spend a ton of money re-training these teachers. They also weren't sure where they were going to find the time to re-train them and get them up to the level they needed to be at.
This is why they raised the standards at the college level. I went to my former university's website. Now, elementary school teachers have to specialize in something. They have to successfully pass Calculus 1, Applied Statistics, and other higher-level math classes just to teach elementary school. They have also made the licensing test harder. Basically, if you don't understand math, you can't teach it. Lots of teaches have Master's degrees now, too.
if you write this down it's like wtf. but think about it when doing basic add and subtract with larger numbers, you do this in your head
*addiction and subtraction
+Lady Libra Addition not Addiction
Ausintune I didn't even notice that lol that's what I meant thank you
but i agree with you, you should do most math in your head.
That's how I do it. I just never called it anything or tries to force it upon other people like they are doing with common core.
I always hear people complaining about the new way their kids are learning math and how they don't know how to help their kids with math homework anymore... which only proves math educators' point. That just shows that the parents learned the shortcut but didn't learn the principle.
This is brilliant! I wish I had been taught math this way when I was in school and I have always lamented that the way I was taught math substituted memorizing algorithms for a deeper understanding of the concepts and how they fit together. This is so much better for your brain and consequently your longterm prospects.
And yet the answer is wrong on the second example. 😳 The math comes out to 1160. He wrote 1180.
Since I am a geometrical thinker (it's one of the reasons I love 3d video games very much) I appreciate the 3rd method the best. It allows me to _clearly_ see *why* the answer to the problem was 1080.
but the rectangle method is just to show you how the fast algorithm works behind the scenes so to speak, i would never force a student to use the rectangle method since it is very tedious and slow.
@@johntaxpayer2523 You could do the rectangle method in your head if you're a visual thinker so I think it's still a useful approach to teach for people like linux
@@johntaxpayer2523 You say that as if understanding why something works isn't a big deal. It is. One of the main reasons a lot of people taught under the old model struggled so much was because they weren't taught to understand it. They were just expected to memorize processes that didn't make sense to them.
@@chocolateangel8743 telling @John Taxpayer why he’s wrong about not grasping mathematics is the most American thing I can think of. Happy 4th of July. Make sure you dumb down everything to accommodate equality. If you teach them the rectangle method, they will be less likely to shoot someone or stomp their head in, right?
So common core is a way of making math more accessible by teaching kids essentially the language of numbers? I was horrible at math growing up I hated everything about it, I was consistently a C- to D student in my math classes. I think if a teacher would have taught me this method I wouldn’t have had such a hard time understanding why things were happening. From what I’ve seen this is just a better way of teaching a kid to process what they are doing and why it is happening as opposed to saying 30x2=60 because it just does.
This teacher would've hated me when I was little, when I would do a math problem I never actually did all the work and would generally skip half the steps I was taught because I knew how to do a lot of it in my head
Yet he’s teaching another “procedure”....
@tam gr By giving them a more thorough and fundamental understanding of why and how math works?
At 1:47, he says " ...we havent really told anyone exactly why..."
No, dude, *YOU* haven't told anyone exactly why.
@@hhiippiittyy Most adults today weren't taught why math works the way it does. We were taught to memorize processes, through doing lots of problems -- because many of us were taught by people who didn't understand math well enough to be teaching it in the first place.
@@chocolateangel8743
I suspect a a lot of that remains with this system as well.
Nevertheless, my concern was with his suggestion that there is some uncertainty inherent to system A that system B demystifies. The problem, as you suggest, is in the teaching method not the system itself. He's kinda' straw-manning "the old way", which hurts the credibility of his case, if he means to promote "common core". If it's better, awesome... if it's worse, well damn... just dont make shit up.
I do sympathize with and encourage the efforts to find more optimal methods, because math can be a tough subject to impart/teach an intuition for.
Good day :)
@@hhiippiittyy Common Core does make math make sense. However, it should be noted that it didn't just raise the standards for students. It raised them for teachers as well. Today, an elementary math teacher has to successfully pass calculus, applied statistics, and other higher-level math classes in order to teach. The days of just memorizing standard algorithms are over.
There have even been a number of reports of older math teachers quitting because they couldn't pass the new tests and what not. I've talked to college professors that have said the tests aren't that hard. Then, again, they have Doctorate degrees. Many of them have said that they were shocked at little how much lower math educators understood. A lot of the younger teachers are going to get advanced degrees, so that they can be on top of their game.
Here is an even quicker way. The second you wrote it out (45x24) By brain told me to double the 45 in my head to 90. Then I quickly added a zero to it for 900. Holding that in short term memory (Easy for me) I then took the 4x45 by thinking of the 90 and doubling it to 180. If you quickly add the 180 to the 900 you get 1080 total. It took me about 3 or 4 seconds to know the answer to be 1080. That is how you should be thinking it through. Try it yourself on a few examples and you will find it a very efficient shortcut to math. Also, you don't need paper if you just picture a blackboard or paper in your head. Hope this helps somebody.
I actually really like it. It may look less efficient on paper, but it more closely resembles the most efficient way to do mental math.
After a generation that was developmentally stunted by the "no child left behind" style of memorizing facts with no critical thinking, I appreciate that they've found at least one way to bring real education back into the classroom.
And yes, I'm aware that the "traditional" math I was taught long pre-dates NCLB. But anything that does a better job teaching children how to come to conclusions rather than just what the conclusions are is refreshing.
Um excuse me, that's not true. I am apart of that generation and math problems came in in algebra. Math is not hard.lol.
@@ASmith-jn7kf if math is not hard, then why doesn't everyone excel at it? Please, give us your honest opinion as to why many people hate math and have a negative opinion about it.
just no........ the common core way is more confusing.......... too much information presented. keep it simple.
this is just math theory a pseuso math class that eaches vocabulary of math instead of, getting the right answer.
getting the correct answer should be the focus, not the execution. there are an infinite amount of ways to solve a math problem... are you going to waste 3 weeks of school with every equation on how 1+1= 2?
twistedblktrekie you teach them how to get the correct answer. like tell them 1x1=1. All learning is just memorizing, and practicing what we are told.
saying a math problem is wrong by saying it is the right and BUT written incorrectly is not teaching anything, it is being a petty critic.
kids will use all sorts of ways to get a correct answer, as long as the answer is correct, how it is written should matter.
People keep explaining that this helps kids with math disabilities. I am one such person who difficulty learning math. Teaching it this way, in my opinion makes it more difficult. It makes math no longer about the correct answer, but about how to re-write the question.
twistedblktrekie I was formally diagnosed :) I had a ct scan and a nuro exam, and they found that my brain waves are off.
i didn't get the rest of it, just stating the first bit of "being told". you lost my when numbers came up.
twistedblktrekie i can't read numbers :) i was tutored a lot and still am bad I only d will in basic geometry and trig when it comes to non number based measurements.
I have ADD and ASD (high function Asperger's).
when i see:
5+6x3+9x4-8x3=
My first reaction is "what?"
it is like as if I'm reading Russian text and told to decipher it.
my brain is more inclined to shapes, measurements. Like i can't read sheet music, simply because i can't decipher the math behind it.
I play best by ear.
Simply put, numbers = squiggles to me. no matter how it is taught to me.
twistedblktrekie i just spammed numbers and symbols... i don't even know what i typed.
This came into being because today's teaching gurus want to seem smarter than everyone else. Memorization is not "sexy" anymore, and teachers hate teaching it. Fundamentals are being discarded because educators want to look smarter than everyone else. 8x8= 64. I did not have to write anything down to get that answer. I MEMORIZED it....about 50 years ago.
I'm 25 and this would have helped me significantly if I was taught this way. Like he said the key is understand why the numbers interact the way they do instead of just producing the answer. When you can divide it up by ones, tens, hundreds, and so on it makes it a lot easier.
My 30+ year old kids while going to school were in past math and then last years of school pushed to new math that is confusing as hell especially when teachers told them " answers without showing work"
In the words of Adam Savage “I reject your reality and substitute my own”.
I appreciate this explanation. I am a tutor(primarily for English) who occasionally helps students with math, and I've understood the benefits of CC math, but not how to verbalize them. This presents a good foundation for people who learned via memorization of facts.
I can see my "little kid" self being totally into Common Core Math when I was young. Mr. Teacher sir, you did indeed make it look fun! 👍😉
@MykeyOh When I first came across CC math, I felt the same way. Not only did it click with my brain and make math seem really fun and interesting, studying the conceptual stuff helped me to make sense of why the standard algorithms work the way they do. I also realized that they are just shortcuts.
I've been teaching my kids a few ways of doing math, including the "old way." Not only do they get it, but they both love math.
If I had a child in school today, I would pull them out and home school them. You aren't going to do common core, when it comes to a check book, or figuring out your hours at work. We were taught the correct way. You still have to memorize your times table. We were also taught the the position of the numbers, ones, tenth, hundreds and so on.
I just have to ask myself "would MacGyver use this method?" How are you going to save the world when you got two minutes to do a 10-minute Common Core problem
I'm pretty sure computational speed favors this method as it eliminates carry overs and can be more parallelized
For kids like ADD/ADHD/Anxiety like me this would've held me back for YEARS! Our brains are fully capable of using logic without writing and drawing and entire page worth to get one simple answer. Memorizing is not a bad thing. I can play guitar because my brain and muscles memorized where my fingers go and how fast. I couldn't imagine having this homework. For me it would be like trying to draw up blueprints for a new home. I worry about my 7 year old nephew because he's super smart but doesn't have the attention span for common core. Ridiculous!
Same AF.
@@mattstrandquist2148 If you're able to visualize things in your head and capable of using logic, showing your work shouldn't be a big deal. Since this whole debate started, I've watched a great many videos -- including those by university-level math professors. At higher levels, you're expected to understand and explain concepts, logic, and various algorithms. If you just have a paper with answers, it's assumed to cheated.
@@chocolateangel8743 I'm not attempting to DO "higher levels". I very much do not WANT TO, ever. I am not, nor ever want to be, a mathematician. I am a polymath in the physical sciences, and MOST of the theoretical sciences just irritate me. But not NEARLY as much as some rando ASSUMING what "should" be a big deal, TO ME.
@@mattstrandquist2148 I'm confused. In studying the physical sciences, don't you have to apply higher-level math (Calculus and such)? I'm not into learning theory/mathematical logic just for the sake of learning it, either. I'm into learning theory because it allows me to understand how I can apply things to the real world.
@@mattstrandquist2148all you've learned is arrogance and entitlement
About 7 years ago my brother was telling me about this and that this was how they wanted to start teaching his kids.
I couldn't understand why they wanted to change something they know works and has been taught for many generations.
After seeing what the colleges and universities have done to the students in the last few years, I totally get it now.
The boxes will sate their eyes so more will go write instead of burn people alive for "freedom"?
@@CTimmerman
I know you're trying to tell me something, but...
Maybe rephrase it?
@@AngryHybridApe > After seeing what the colleges and universities have done to the students in the last few years, I totally get it now.
What have colleges and universities done that needs changing, besides spawning hate groups that attack anything but the real problem?
@@CTimmerman
All educational institutes need closer monitoring so teachers, instructors, and professors obide by set standards. It seems a few have gone astray. Evergreen college in Wa. Is an exception. Their campus was litterally taken over by students demanding a "No White Student" day. If thsts not a real problem, what is?
@@AngryHybridApe That's awfully racist of them, but air pollution still kills more people than all wars combined. Both should be eradicated, though.
Ideas so good they have to be mandated.
What do you mean we weren't told why we did that? For as long as I can remember I was always told why I was doing the steps I had to do, and I hadn't even heard of common core before after I was finished with school.
I was never told.
Thankyou very much. I would ask his teachers how I'm supposed to do this but they would make it sound far more complicated than it was. But after watching this I am able to do it with ease and I'm able to help my son too. They changed the procedure and expected the parents to help at home without telling us how to do it ourselves. We can't help our kids if we don't even know what's going on.
As an engineering student, I love common core. It makes sense from a conceptual point of view. I remember learning long devision in 3rd grade and not understanding because there were so many steps. Break it apart so you can see why each individual steps is that step. I tutor at an elementary school. I wasn't taught common core, but I wish I was. There is so much to math and I just had to "figure it out" from the space between the lines of the algorithms. Learning common core allows you to actually do math and understand it. Not just remember a process
Here in Northern Virginia, they showed us the concept of a grid representing multiplication, but then taught us the old way of doing math, and it made perfect sense, without this common core bs
From my experience, kids will not truly understand this conceptually either way until they understand FOIL. Common Core math is still smoke and mirrors until FOIL.
@@calijguyman A grid and an area model are the same thing.
@@Austin1990 That doesn't make logical sense. Multiplication is the Distributive Property, and F.O.I.L. is just double distribution -- and only really works when multiplying two terms by two terms. As a conceptual and visual math learner, I'm into understanding mathematical logic, and visual particular imagery really helps with this. Plus, area models can be used in a variety of situations.
@@chocolateangel8743
When I say “understand”, I am referring to the conceptual model behind FOIL, which can be taught visually. Common Core requires too much abstract concepts at too young of an age. Until they are able to _understand_ FOIL, they are not going to have the abstract thinking skills to understand many Common Core elements,
Also, Common Core was sold on the promise of teaching math conceptually, but it is garbage in practice. Students are not being taught the concepts, and what the HW wants is extremely unclear. I have to tutor kids who are not even given proper texts with any instruction. They are completely at the mercy of the teacher; they are being setup to fail.
I'm sure the kids in Asia are not doing this junk. By the time our kids are finished with one problem, they would have done 10. We are falling behind in math compared to the rest of the world. Why don't we just find out what they are doing correctly and just do it better instead of coming up with "New Math" that is a waste of time?
Most math techniques used in Common Core are called "Singapore Math" for a reason.
+Thuan Tran Did you watch the video. He explained clear as day why they're teaching it this way. This will be a huge help to kids when they get to higher level math.
+Southern Skeptic How?
C Pope Because they're teaching children how to think about numbers rather than just teaching them to use formulas.
It's important to have a sense for numbers. Understanding why the formulas work and not just how to do them will make it easier for them to grasp more advanced concepts when they're older.
This post goes into more detail: www.patheos.com/blogs/friendlyatheist/2014/03/07/about-that-common-core-math-problem-making-the-rounds-on-facebook/
+Southern Skeptic Well, I guess we will all have to wait because the children I see learning this way can't even pass their way out of elementary math without a lot of help from teachers and tutors. They don't seem to get it.
Okay so, I was taught traditional math and I barely ever passed math classes (talking about C's and D's) whereas I had A's in every other class. Math has never come easy to me, and I do believe a lot of it has to do with how it was taught.
Why do I say this? I've always hated math but ironically I became a casino dealer. And guess what I have to do all day? Math. And how do I do it? Common core style. I never learned it this way in school but it was the easiest and fastest way I found to figure out the payouts at work. We're talking stupid crazy numbers that in school they would have told us to grab a calculator for.
All I'm saying is, don't knock it till you try it.
What a complete waste of steps and time. It’s like taking something simple and making it harder than it really is.
Well, it really depends on how you, as an individual, learn math -- because everyone doesn't learn math in the same way. From what I've noticed, people who are good at memorizing steps, seem to prefer the standard algorithms (shortcuts). On the other hand, visual and conceptual math learners need to be taught the mathematical logic and concepts behind what they are doing BEFORE they are able to grasp shortcuts. Many of these people also seem to prefer alternative strategies for solving problems -- rather than the standards.
For me this makes more sense, agreed it's longer. But as a childhood I really hated maths because I had remember everything without much explanation.
Remember long division? LOL
What concerns me is when I was in high school a teacher showed me a visual formula for E=IxR. Very similar to the cc visual diagram. When I got to Electronics tech school I just plugged in E=IxR into my diagram and got the answer. A few weeks later we were doing full on formula manipulation. I was lost! I couldn’t use my visual diagram! To this day I don’t understand formula manipulation.
I worry the kids won’t learn the basics and will be lost at the check out line without there visual diagrams and 2 sheets of scratch paper to count out change!
That doesn't make any sense. The basics are taught through visualization as well as break down and shortcuts.
Thank you SO much for this video! It is only a tiny piece of the puzzle, but it helps!
I am a Big Sister to a girl who just finished 4th grade. She came close to failing 4th because she can't grasp the common core math. I can't help her because I am 62 and do my problems the old way. So I am looking for resources to use this summer so that we can increase her understanding of the process and get her math grades up for the coming school year.
If anyone knows of good resources to help "old math" parents work with "new math" kids, would appreciate knowing about them. Thanks!
Sheri A Hear, Hear!
Sheri A Hi Sheri,
I work with children to help them learn to master math. I begin with training them to be able to instantly recall the math facts through the twelve tables until they can easily recall any 60 problems in 60 seconds. I designed a very easy way to do this that is not frustrating for the student or parent. Along with this I start them in a competency appropriate work-text book. This is all they need. She can do as many lessons as she wants each day and easily complete two grade level math books in one year. If she does these two things she will have no problem learning anything the teacher wants to throw at them. She will have a solid understanding of math. The A beak series of math books have been around for a long time and is well proven to produce strong math students. Their grades are typically above the typical public school. Please visit my website to see these two products at www.regaliaimagewear.com. The Multiplication Facts Mastery System as well as the 4th grade Abeka Math work-text. You will also need to order the answer-key for the 4th grade book. You can order the A beka books directly from their website if you choose.
Truly these two products will make a world of difference if the student puts in the time.
Are these books intended to teach Common Core math? Because, if not, I cannot use them. I have taught her "old" math and she "gets" it but when taking tests, she is required to show how she got the answers by CC teaching.
Thank you for the resources either way.
Sheri A Hi Sheri,
Absolutely not! These books are not intended to teach Common Core methods. There is no such thing as Common Core math in real life, there is just math. CC, as you know is just theorists way of trying to help children because their other 299 ways have NOT worked well. And CC is just one more dumb way that will be overthrown soon enough. But, too bad for the children who went through it right?
If you do not believe me speak to any math professor at the college level. I worked with numerous professors on the campus of William and Mary for years and the only place I heard CC was in the School of Education. Not in the math or science departments.
I understand that this is not your daughter so you are limited in what you can do at the school level. But, I would not stand for a teacher to mark my daughters work wrong when she is doing a math problem because she did not use that long drawn out method. But, my daughter would be so well trained that she could complete the problem quicker and accurately using traditional methods that is comfortable for her.
What I tell children in the public school is learn the way your teacher shows you and do it if necessary if your parents are not willing to take on this fight. But, so that you will end up with a solid math education do the traditional program at home on your own in addition to what they may be teaching you at school. That's how I use this program. Students are very happy and feel much better when they see that they can get it the traditional way. In fact, I teach them how to teach themselves in this A Beka work text math book. I insist they do not use fingers and they continuously work on their math facts and not using calculators throughout the high school years except when directed.
Whatever you choose to do, don't let her be left to the whims of the schools and departments of educations. They are theorists and theory never works for everybody.
Remember #1 - Know the math facts
#2 Students forget math and that is why they need to continuously do all problems that they learn for a continuous period of at least three years. (That's why so many forget fractions)
Good luck.
I understand your position. However, she is required by the school to show her work in the CC method when completing homework and taking tests, so what I have to concentrate on right now is getting her (and me) up to speed on CC methods of doing math.
Dr. Shah, I understand the need to better educate our nations children, BUT how do we parents and grandparents (the primary educator for our kids) teach our children a method we ourselves do not understand? I know there is information out there but do we quit our jobs to go back to school. I don't believe the implementation has been correctly calculated to be successful. It is vital that we teach the teachers before the students.
Sophia Langan You should be very afraid, they are in control of your children, teaching them and molding them to their desires, you reap what you sow and we shall see in the near future what comes of it.
Sophia Langan
I agree that we need to teach the teachers first. As I have stated already in this forum, the common core strategies were forced on so quickly and so strongly that there wasn't much time for anybody to adapt. One of my professional goals over the next couple of years is to provide some youtube videos on how to actually TEACH common core math. I am an Algebra teacher, so I will be mainly focused on that subject, but hopefully the idea will trickle down into the lower grade level teachers as well.
This example is actually good, I actually use this method mentally to do large problems. But the picture is way too confusing, and there is so many other things in common core that don’t need to exist, and only lead to people taking way to much time to solve problems. You need to understand the how and not just the why.
But my main issue with common core is that it’s forced, you always have to show your work, and you always have to use their method, even if you have are a mathematically gifted student who can do it in your head, or who knows a quicker but “harder” method, like the traditional method. This leads to students believing they are constrained to the “easy” method, restricting creativity in math, which is honestly something that allowed me to grow, I always believed there was a faster/better way to solve something, and now I’m a straight A chemical engineering student who just passed calculus 3 with ease because this mentality of finding a quicker way flowed with calculus well.
We should teach students the same way the concepts were discovered. When most math concepts were discovered, they used slow and clunky methods but it was right. When teaching a new concept, the goal should be understanding and completion, not speed
@Logicked Mazimoon I saw a math video a while back that said they actually tried that some decades ago. This was like during the space race of the 1960's. The problem was that the elementary school teachers weren't required to take much math. They didn't have the knowledge to teach it. It also had to do with the number of teachers at various grade levels, the money and time needed to properly train them, and things of this nature.
-Our kids are struggling in math, they need help! What should we do???
**slap** MORE STEPS
its a conspiracy lol
Says moronic f parents.
People crying about these "procedures" being too "complicated" or confusing were probably not good at math in high school and still have a chip on their shoulder about it. There's nothing wrong with learning multiple ways of solving or visualizing a problem. In fact, as an adult, I'd hope that by some point you've realized that there is always value in learning different approaches to problems (not just math.) And if you haven't figured that out then honestly you probably lack critical thinking skills and should be more concerned with tightening up your own intelligence rather than "oh dear lord, what are they teaching the children!?"
Exactly. My first thought about people complaining that the new way was 'too complicated' was that they don't understand how the 10 base system works. The only thing that changes is the way the values are visualized.
Asia is a small group of people? Oh I forgot, you believe in common core math.
Also, it is not by any means a small bit of paper. 50.1 Million students, the problem is now 4 times as long, so 200.4 million sheets of paper (in my head by the way). A 500 ream of lined paper costs $7.99 at staples. $7.99/500 = 15 hmmm paper. .01598 cents a page. .01598 * 200.4 = $3,202,392, OR $2,401,794 more than the $800,598 you would have spent. This is why liberals should not be allowed around schools or political offices. They lack not only common sense... but basic math skills.
+CollectvlyUnconsious Very well done, liberals love throwing money at everything, without results.. Two thumbs up..
+CollectvlyUnconsious can you break your answer down using common core? I don't believe your answer was long enough.
+Frank piknimena II oh.. with results.. change the only clear fact base part of scool to make people FEEL comfy with it and wasting a lot of time of people to keep them simple minded..
it was only 40% longer not 300%.... common core might have saved you
I still remember P.E.M.D.A.S. and I have been out of school for 10 years
Parenthesis,
Exponents,
Multiplication,
Division,
Addition,
Subtraction,
But why memorize when you can just draw that on your paper for each question?
No no no it's
Please
Excuse
My
Dear
Aunt
Sally
I still don't understand how that's teaching them anything different. Just teaching kids to take 6 minutes on a 1-minute problem
Take addition as explained. "In Common Core we know have a conceptual understanding of place value." In good old multiplication you did as well - you just spent your time harping on the downside without explaining place value. AND - the bonus is you end up adding4 numbers instead of two. F-
How do you do then, if you want to Multiply 7926376217124672415x8924358901234508914798143 in your new fashion way?
+Miguel Angel MG Do what? Nobody would multiply those numbers using the new way or the old way.
do your core system and do the "normal" system and realize which is faster and easier!!
+Miguel Angel MG For a number like that you would use a shortcut, but if you don't understand how the shortcut works by doing it the long way first (on simpler cases such as 30 x 23), then you lack understanding.
so this system is totally useless for large numbers then, isn't it?
So why to teach a useless system that will be not used on real life because we use larger numbers?
Teaching 2 ways of doing the same, knowing that one of them is useless and gives so many errors as I've seen on youtube (like 2+2 = 5 and so...) is a total waste of time.
Anyway, calculators will do the work for us, but imagine for a second there is not abaccus or calculators invented...
How do you calculate a real company that have real 1357 workers how much money that company needs to pay each one, knowing that every man earns US$1549,21 a month?
How to know how much each citizen had paid from their taxes, i.e. if a cityhall builds a park (similar to the central park) in its town, with its pants, lakes, its animals and so on.. if the city have 175,924 inhabitants and the project was US$1,098,466,283.76?
Real numbers... nothing "impossible"!
I'm very happy to live in Europe and have been leave the school many years ago. I'll never learn that rubish and my kids would will never hear about it.
Miguel Angel MG One way explains why the shortcut works. Once you know why the shortcut works, once you can prove that the shortcut is actually valid, then you can use it. But if you jump straight to the shortcut then you're not going to understand it as well as someone who studies the fundamentals.
In my opinion you're doing your kids a disservice by discouraging them from higher mathematics.
That’s common core stuff didn’t make any sense. I’ll just stick the the simpler stuff. You can memorize the time tables it really isn’t that hard.
"misguided that we just want them to get to the answer as quickly as possible"
Alex, I'll take timed math exams for $100
This is just a different way to do a very simple multiplication. I could not ignore how this presenter constantly made negative comments and expressions toward the "conventional" method everyone has learnt in the past ...with the very clear intention of indicating there is something wrong with the common method of multiplying.
Very clearly, this guy is selling something ....hence is trying to get buy-in and also trying to make some money.
I would like to see a much more complex/involved multiplication between two numbers with decimal points.
Is this Common Core math only for multiplication? I'm really not sure I even want to ask this question.
My impression after a few minutes of thinking about this .....IT IS A SCAM FOR THE PURPOSE OF MAKING MONEY.
@@taxicamel These days, kids learn multiple ways to solve any kind of problem -- including the standard algorithms. However, since everyone has access to technology that can provide them with solutions quickly, there has been more focus placed on understanding number relationships, mathematical logic and concepts. They want kids to be flexible thinkers, be able to see a problem from multiple perspectives.
While using an area model might seem strange to solve a multiplication problem, it's really just a visual introduction to the Distributive Property. Moreover, it carries over into algebra. It can be used to factor, multiply, and divide polynomials (like to Complete The Square on Quadratics and to factor a Sum or Difference of Cubes, to find the equation of a circle and more.
"You've been doing a two step process? Well, we have a 50 step process that's so much easier!"
Thank for you probably the best explanation of common core I’ve ever seen. I didn’t understand why math had changed and now I totally get it.
You literally said that the students will have to be re-taught, later on
If they are taught to learn by rote, not by concept.
@@priscillawilson2634 Now they are taught to learn by rote inefficient way before being retaught a slightly less inefficient way before being retaught the way adults have and most now use calculators for because everyone carries a phone in their pocket.
What Freak in adulthood would do this question on paper, with smart phones, excel and a host of other calculates nobody would do this manually. Its like before learning to drive a car you have to learn to ride a horse.
I agree the concept of maths is important, but he is swaping one werid method for another.
No, no, no, no, math wasn't broken. This is the type of stuff today moves society backwards, not forward
There's nothing wrong with the standard algorithms. However, it's important to note that they are shortcuts, which is why teaching them in isolation -- without conceptual understanding -- was a bad idea. If you listen to math professors talking about this stuff, they very much encourage conceptual understanding, through exploration of the subject -- not just trying to memorize algorithms.
@@chocolateangel8743 So math was bad for 1000's of years? I doubt that, this is just another way to keep the wheel spinning. Or to constantly cater to the lowest common denominator in education instead of lifting people up to a higher level. I can almost guarantee NASA isn't using common core.
45 x 10 = 450 x 2 = 900 + 4(45) = 1080. That's how I do problems like that in my head, it only takes 5-10 seconds. It is essentially what he did just streamlined.
I learned how to do math the regular way and I still understood what I was doing. If you don't understand that the 4 in 45 stands for 40, then you have no common sense.
Also with you saying parents not understanding this new type of math proves a point, it doesn't. It goes the other way around because my little cousin has no idea how to do the regular way to do math.
It doesn't make them any more flexible
I remember taking a class like this in college back in 2008. I don't remember much from that class, but I remembered that the purpose of it was to help easily visual complex multiplication numbers and solve it in your head. For example, an equation like: 4673 x 3792 =
The goal is to solve the equation in your head. If we were to solve this the traditional way, then that method can get confusing because you would constantly be multiplying diagonally and carrying numbers across. With the common core method, you instead visualize the numbers as large group of rounded numbers. Like 4673 becomes (4000 + 600 + 70 + 3) and 3792 becomes (3000 + 700 + 90 + 2).
So now in your head you see (4000 + 600 + 70 + 3) (3000 + 700 + 90 + 2) =
There's more to it than what I'm showing here, but the gist of it was to simplify it to numbers that are more easy to visualize.
Personally I still prefer the traditional method, but the common core method has it's uses for people who may be more of a visual learner.
I'm more of a visual and conceptual math learner. The alternative approaches that CC math uses actually helps me to understand why the standard algorithms (basically shortcuts) work the way they do. Since I do math for fun now (and don't care about saving paper), I lean towards alternatives approaches. I think it's my creativity coming out in math.
This is the first video i've seen that explains common core math in a way that makes sense and actually seems reasonable. I really hope this new era of understanding math leads to more people becoming interested in this infamous subject.
@UberTerris When I was in school, I wanted to understand math. However, at the lower levels, it was obvious that I was "taught" by people that didn't actually understand it. Whenever I asked about mathematical logic and concepts or alternative algorithms, they just pointed me to the standards. They were all about memorizing process, through doing lots of problems. I didn't have a math teacher that actually understood math until my senior year in high school. By this time, it was too late to get caught up. In those days, we didn't have RUclips and such.
@@chocolateangel8743 So true. I'm 54 years old, in computers, internet since the 90's. SaaS sales engineer is my profession. I am just now realizing I never learned math properly. In the 1970s and 80's, I learned memorization and algorithms for getting to an answer to pass quizzes and exams. Had to stop at calculus, got a C in college. I am currently wanting to learn about machine learning, neural networks and AI. And now have to actually learn math. I did a self assessment finding the math topics I will need to re-learn. I am having to go back as far as pre-algebra, and grade school topics! Yikes. Yes I went to public school lol. OTOH, we didn't have the internet, youtube, and chatGPT back then. I'm re-learning VERY QUICKLY. Now if I can just get past the age bias in hiring SaaS sales engineers lol. cheers!