![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
Wednesday Morning
Dec. 8th, 2004 07:35 amI don't know if there's a point to this entry, other than work avoidance. I don't want to mark math tests that have been sitting on my desk for a week now.
Even more than that, I'm scared to look at the math journals I've had them do in the last few days. I gave them a rubric (a marking device that shows them exactly what an A assignment has, what a B assignment has, etc.) and explained it thoroughly. I know at least one kid wasn't paying attention, because he came to me and asked me if his work was okay. He had measurements written down with no sentences, no diagrams, and no explanation of any kind. I asked him if he had used the rubric, and of course he said no. So I told him to put his name on it, hand it in, and take his D. Next time, hopefully, he'll do a better job.
I know a few really good math people who probably wouldn't do well in elementary math the way it's taught now, because the kids are expected to explain everything they do. The intuitive math people, who just get it but don't have the words to explain it, don't get the best marks. The A's tend to go to the same kids who get them in other subjects where the focus is on reading and writing. If they can understand and explain what they know, they'll do well.
I think the system works well for the people who almost understand. Being forced to explain it can help clarify understanding. But for those intuitive math people, especially the boys who hate having to explain anything at all, this system is doing them a disservice. Their marks do not reflect their understanding or true abilities in math.
It seems this post had a point after all. :)
I have to go plug away at "Caroling, Caroling" until I get the chords right. There are some awkward chord progressions in that thing, and I need to figure out which notes I can leave out and still have it sound decent. Not that the kids will know the difference - but I will, and so will most of the teachers. Fully two-thirds of the teachers around here have at least some piano.
Wednesdays are nice. Two music classes, a nice prep early in the day, a short outside duty in the afternoon, and an easy-to-manage peer editing task in Literacy. I can do this without really thinking about it.
Even more than that, I'm scared to look at the math journals I've had them do in the last few days. I gave them a rubric (a marking device that shows them exactly what an A assignment has, what a B assignment has, etc.) and explained it thoroughly. I know at least one kid wasn't paying attention, because he came to me and asked me if his work was okay. He had measurements written down with no sentences, no diagrams, and no explanation of any kind. I asked him if he had used the rubric, and of course he said no. So I told him to put his name on it, hand it in, and take his D. Next time, hopefully, he'll do a better job.
I know a few really good math people who probably wouldn't do well in elementary math the way it's taught now, because the kids are expected to explain everything they do. The intuitive math people, who just get it but don't have the words to explain it, don't get the best marks. The A's tend to go to the same kids who get them in other subjects where the focus is on reading and writing. If they can understand and explain what they know, they'll do well.
I think the system works well for the people who almost understand. Being forced to explain it can help clarify understanding. But for those intuitive math people, especially the boys who hate having to explain anything at all, this system is doing them a disservice. Their marks do not reflect their understanding or true abilities in math.
It seems this post had a point after all. :)
I have to go plug away at "Caroling, Caroling" until I get the chords right. There are some awkward chord progressions in that thing, and I need to figure out which notes I can leave out and still have it sound decent. Not that the kids will know the difference - but I will, and so will most of the teachers. Fully two-thirds of the teachers around here have at least some piano.
Wednesdays are nice. Two music classes, a nice prep early in the day, a short outside duty in the afternoon, and an easy-to-manage peer editing task in Literacy. I can do this without really thinking about it.