AFAIK it’s basically just that math education has been moving more advanced concepts earlier and earlier at least as an optional course. Like calculus has gone from a post-grad level thing to a normal college course to something people can elect to take in high school, algebra went from college level material to normal high school level stuff that people start getting introduced to in middle school, etc.
But also a lot of people struggle with the most basic things in high school, graduate, then forget all of the incomplete-understanding they had by the time they have kids. It’s very likely that adults who are baffled and enraged at seeing some basic algebra problem also struggled with math in school and are embarrassed and frustrated that their skills have only gotten worse since then, on top of the possibility that they never even got to algebra when they were in school and instead went through the remedial math track that maybe reaches basic pre-algebra material in their senior year.
We should be teaching linear algebra before calculus, because the concepts are genuinely more relevant and teach you how to see systems of equations differently.
I’d argue that stats should come before either of those. A basic course in statistics would be enormously helpful to most people in navigating and understanding the modern world. It’s much more likely to be relevant to daily life for the average person than calculus or linear algebra. Basic calculus–especially differential equations–is certainly enormously useful for understanding the natural world, but statistics is relevant everywhere, and even a lot of math/science people never get any instruction on it.
Things like number construction to get kids to understand how numbers work rather than just memorizing that 7+5=12.
So they will now teach kids that 7+5 can be rewritten as (5+2)+5 which can then be turned into 5+5+2=12.
It’s no different than when parents threw a massive fit about “new math” in the 60’s when kids learned how to “borrow” from the 10’s place to do subtraction like 62-8
I’m probably not the best person to judge, but what’s changed with kids maths homework? Were these parents good at maths when they were in school?
AFAIK it’s basically just that math education has been moving more advanced concepts earlier and earlier at least as an optional course. Like calculus has gone from a post-grad level thing to a normal college course to something people can elect to take in high school, algebra went from college level material to normal high school level stuff that people start getting introduced to in middle school, etc.
But also a lot of people struggle with the most basic things in high school, graduate, then forget all of the incomplete-understanding they had by the time they have kids. It’s very likely that adults who are baffled and enraged at seeing some basic algebra problem also struggled with math in school and are embarrassed and frustrated that their skills have only gotten worse since then, on top of the possibility that they never even got to algebra when they were in school and instead went through the remedial math track that maybe reaches basic pre-algebra material in their senior year.
We should be teaching linear algebra before calculus, because the concepts are genuinely more relevant and teach you how to see systems of equations differently.
I’d argue that stats should come before either of those. A basic course in statistics would be enormously helpful to most people in navigating and understanding the modern world. It’s much more likely to be relevant to daily life for the average person than calculus or linear algebra. Basic calculus–especially differential equations–is certainly enormously useful for understanding the natural world, but statistics is relevant everywhere, and even a lot of math/science people never get any instruction on it.
100% agree
Ideally, they should be proud their kids know more than them. But that ain’t parents (at least these ones).
Things like number construction to get kids to understand how numbers work rather than just memorizing that 7+5=12.
So they will now teach kids that 7+5 can be rewritten as (5+2)+5 which can then be turned into 5+5+2=12.
It’s no different than when parents threw a massive fit about “new math” in the 60’s when kids learned how to “borrow” from the 10’s place to do subtraction like 62-8