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© 2013 The Atlanta Journal-Constitution
Vacation stops, manage subscriptions and more
Visitor Agreement | Privacy Statement
© 2013 The Atlanta Journal-Constitution
58 comments Add your comment
rural juror
December 24th, 2012
12:25 pm
whew, private has got the google translate running overtime
rural juror
December 24th, 2012
12:28 pm
The problem that I have with the math curriculum is that it is a one size fits all curriculum. Not every student is going to take calculus their freshman year in college yet high school seniors now have to know how to graph sine and cosine curves with amplitude and frequency manipulations. Too much for the kid unless he/she has a competent aptitude for math. Otherwise teachers are making it as simple as possible so that the seniors can pass. There is a lot of pressure not to fail students. I wish there were better entrance exams in place to properly put the kids in the correct math class, oh wait they all have to take the same unless it is accelerated.
Lexi
December 24th, 2012
1:32 pm
Article has the same level of content as usual, without the bias and distortion.
Pride and Joy
December 24th, 2012
1:51 pm
Private Citizen, you need a girlfried. Looks like you have too much time on your hands.
NTLB
December 24th, 2012
3:35 pm
The “more educated” buck stops at middle school.
Digger
December 24th, 2012
8:01 pm
Note to certain posters:’ Better educated’ does not include online degrees.
Private Citizen
December 25th, 2012
10:39 pm
rural juror, had a thought while driving. In graduate education university program, there is a partial emphasis on statistics, math based statistics classes. In other words, by puffing up the calculus based math, it is a way to sort of front for the “fluff” and “methods” classes (trendy schemes on “how to teach). What good is it forcing 17 years olds to do calculus when there is no study or philosophy? The whole thing is out of balance / Over emphasis on math is used as a prop to try and make thing appear legitimate. Forcing advanced math on disinterested parties sounds like torture. I made it through the advanced statistics stuff because I could replicate the processes in the example problems, find them in book, but it had very little meaning and was quite a lot of finding needles in haystacks. At least with math based physics, there is something going on. I am not sure this is the case with statistics.
Not PC and a HS teacher
December 28th, 2012
8:00 pm
The one track diploma path is a waste of public money. This ignores the glarring issue that college is not for every student but education beyond the 12th grade is imperative for every student.
The tech/vocational track served a purpose. Something along this line is needed but that doesn’t mean a return to what was left behind, just a path that prepares students for the workplace and to function as responsible, self-supporting adults.
There is a real need for math courses that address technical/vocational/personal math skills. These skills are overlooked in the GPS and Common Core curriculum’s scope.
There should be a single stand alone statistics course in high school and do away with the standards for data analysis scattered from 7th to 12th grades.