It’s Greg Ashman‘s fault. It’s always Greg Ashman’s fault.
A couple days ago Ashman had an excellent post, on Jo Boaler and her California Dreamin’ curriculum. That draft curriculum has been, let’s say, hammered, particularly by mathematicians. Not that such criticism slows Boaler:
“We understand education, and they have no experience studying education. Mathematicians sit on high and say this is what is happening in schools.” Continue reading “PoSWW 23: Jo Boaler is Challenged”
Once upon a time, we were invited to publicly debate the use of “technology” in mathematics education. The Lord of the Meeting, however, decided that we were not the right kind of person, we were disinvited and plans for the debate ended. Instead, our would-be debating opponent and their mate were granted the platform to spruik to their heart’s content, unchallenged. A shame. Continue reading “PoSWW 21: Des is Mos’ Disturbing”
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.
And, perhaps, a decent graphic designer.
We’ve whacked Essential Assessment on a previous occasion. Our daughter, who is in Year 4, did some of this nonsense on the week-end. (Our general policy is to let our daughter’s school do its thing, give or take a staged frown and raised eyebrow, and the occasional nudge of the well-meaning and intelligent Principal, but to forbid techno-junk at home. But, with home schooling, and our daughter’s understandable desire to please the beleaguered teacher, we let it go this time.)
This one is old, which is not in keeping with the spirit of our PoSWWs and WitCHes. And, we’ve already written on it and talked about it. But, as the GOAT PoSWW, it really deserves its own post. It is an exercise from the textbook Heinemann Maths Zone 9 (2011), which does not appear to still exist. (And yes, the accompanying photo appeared alongside the question in the text book.)
The questions below come from something called Essential Assessment and, to be upfront, the questions are somewhat misleading. To give EA some micro-credit, not all their questions were this bad, even if plenty more that we’d seen could have been posted. So, EA is not quite as bad as these questions suggest.
On the other hand, EA, like pretty much all teaching-replacement software, appears be utterly aimless and, thus, utterly pointless and, thus, much worse than pointless.