{"id":18312,"date":"2021-07-28T00:23:39","date_gmt":"2021-07-28T07:23:39","guid":{"rendered":"http:\/\/politicalhat.com\/?p=18312"},"modified":"2021-07-28T00:23:39","modified_gmt":"2021-07-28T07:23:39","slug":"its-not-the-funding-its-the-pedagogy","status":"publish","type":"post","link":"https:\/\/impeachreno.org\/politicalhat\/2021\/07\/28\/its-not-the-funding-its-the-pedagogy\/","title":{"rendered":"It’s Not The Funding, It’s The Pedagogy"},"content":{"rendered":"

     There is much to complain about \u201cnew\u201d methods of teaching mathematics, regardless of if it\u2019s under the moniker of \u201ccommon core<\/a>\u201d or not. As has been noted here before, many of these methods can serve as useful shortcuts<\/a>\u2026 to those who already grok the subject matter and know how to do it by more traditional<\/a> \u201crote\u201d methods.<\/p>\n

     Many of these methods, however, are taught using small and simple numbers that become unwieldy once one starts getting into the thousands and exponentially after that. The \u201cnew\u201d methods are not only more lengthy to do by hand, but involve far more rite steps\u2014many of which are not adequately explained\u2014than the more simple \u201ctraditional\u201d methods.<\/p>\n

     Case in point:<\/p>\n

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This is when I really had it teachers and teacher unions.pic.twitter.com\/8fQqGJHvLz<\/a><\/p>\n

— Hostessquickly (@hostessquickly) July 24, 2021<\/a><\/p><\/blockquote>\n