Dear mathematicians, if you don’t really know about the draft mathematics curriculum, and if you are somehow unaware that the inclusion of new content that you happen to like necessitates the dilution or elimination of other content – content that is more important for everyone, and for a coherent curriculum, and which is already woefully underrepresented – then perhaps you should look beyond your own self interest, shut the hell up and listen to people who have been paying attention. Thank you.
Our final 2021 NHT WitCH is the final question from the Specialist Exam 1.
Sigh. We really hate updating WitCHes.* We have about a hundred of these things to do, and we’re generally thinking of the updating as a task for retirement or, better, for a reincarnation. However these NHT WitCHes, and this one in particular, have highlighted a degree of confusion. So, alas, it seems worthwhile sorting out the issues while the issues are in mind.
Just in case anybody got the wrong impression and hoped or feared we’d turned over a new leaf, we’ll be posting a number of WitCHes in the next few days. We’ve finally had a chance to look at the 2021 NHT exams (although the exam reports have still not appeared). As usual, the exams are clunky and eccentric, and we’ll be posting a brief question-by-question overview of the exams. But, first, some highlights. Continue reading “WitCH 64: Decreasing Intelligence”
More or less by accident, this post is the beginning of a new series: Not Crap Here.
A couple of people have suggested that we could occasionally include Dr. Jekyll material on this blog. You know, helpful stuff. It’s a decent idea, if our current thoughts weren’t so influenced by misanthropic disgust and murderous rage. Still, we’ve received two specific requests for the same old Jekyll material,* and which entailed some digging. Having finally dug, we’ve decided to post the material here, for whomever is interested. Whether or not there will ever be a NotCH 2 is anybody’s guess.
This one comes courtesy of frequent commenter, John Friend. It is an example from Cambridge’s Mathematical Methods 34.
It amazes me at times what does and does not concern some commenters. That’s not intended as a criticism. Well, it is, but it isn’t. And, it is. It’s complicated.
Rebecca Urban has a report in The Australian today (Murdoch, paywalled):
Education Minister Alan Tudge says the board of the country’s schooling authority must substantially rewrite its draft national curriculum, warning he will not endorse the proposed document amid concern student outcomes would be harmed. …
In the letter, seen by The Australian, Mr Tudge urged the [ACARA] board to seriously consider recent feedback from education experts, who have flagged concerns that the proposed changes amounted to a weakening of learning standards.
Matt Taibbi has written the obvious but excellent article on American incompetence and mendacity in regard to Afghanistan:
Every image coming out of Afghanistan this past weekend was an advertisement for the incompetence, arrogance, and double-dealing nature of American foreign policy leaders. Scenes of military dogs being evacuated while our troops fire weapons in the air to disperse humans desperate for a seat out of the country will force every theoretical future ally to think twice about partnering with us …
The pattern is always the same. We go to places we’re not welcome, tell the public a confounding political problem can be solved militarily, and lie about our motives in occupying the country to boot. Then we pick a local civilian political authority to back that inevitably proves to be corrupt and repressive, increasing local antagonism toward the American presence.
Read the whole thing. And then scream.