7 of 7 Items .... Course: Curriculum

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Why do we do this, anyway?

\( \frac{1}{\sqrt{2}} * \frac{\sqrt{2}}{\sqrt{2}} = \frac{\sqrt{2}}{2} \)

\( \frac{1}{1+4i} * \frac{1-4i}{1-4i} = \frac{1-4i}{17}\)

We have calculators.
Is this really necessary?
Historical reasons?
Practice the process for later use?

I say we keep it in the Curriculum.
What do you think?

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Why do we do this, anyway?

We have calculators. We don't need to approximate a root in such a clunky fashion. Is this really necessary?

Historical reasons?
Practice the process for later use?






I say we throw it out.

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Great question asked by a friend: should high school math be compulsory?

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Why?
Is it worth the time and effort to learn this?



We have calculators.
Is Synthetic Division/Substitution necessary or even worthwhile?

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Should the work week and school week be 4 days instead of 5 days?

— Dr. Kristopher J. Childs (he/him) (@DrKChilds) February 24, 2023

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Help me with this: A school does PBL in all subjects with an allocation of 80% project time and 20% direct teaching. A parent says they prefer more di and wishes it were stricter. The principal says, honestly, this might not be the school for you.

Q: is this an exclusive school?

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If we were to do a full audit of our K to 12 math questions/problems we give students, most would sit/oscillate around "Anxiety" to "Boredom". Rarely, do we put students in "Flow"--optimal experience.

This is the graphical illustration of why math education is broken.

.: [Curriculum], [Sunil Singh], [Pedagogy].