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Situation:
Daughter in GT school, taking algebra in 8th grade.
Assignment:
4 parts, 50 pts each.
(These 4 parts are equivalent to two tests.)
rough summary:
Part 1: some kind of scientific experiment. (don't understand the requirement here, yet)
Part 2: write a diary for a chicken bone you have in a baggie.
Part 3: research egyptian math, write comparison of egyptian math and modern math.
Part 4: research two egyptian gods and write a 3 page fiction story about those gods in modern times. (they actually have several choices for part 4, but this is the one that doesn't require a lot of idiotic, non-subjected related artwork that modern teachers commonly use to even out the grades)
Part 3 is actually a reasonable assignment. Seems heavily weighted, but one could actually learn something from it. Depends on how this is graded, though. There's controversy over what the Egyptians knew and when they knew it. But conceivably this could be done fairly and even if it's not fair, the kids could learn from it.
Part 1 I need to read in more detail. This may or may not be reasonable.
Parts 2 and 4 are busy work - even worse than busy work. Busy work requiring students to do math I can appreciate. Rote *IS* important. But this is beyond nonsensical.
I'm going to contact the school, but I'm a little too annoyed right now to communicate exactly how stupid this is. It doesn't bother me that the phoneys use "integrated curriculum." What bothers me is that they don't integrate anything. I've seen some stupid assignments before, but this is the stupidest.
Even worse: they think they have some vast body of scientific evidence to support the use of this kind of idiocy. (Something worse than people not understanding science, is people having a comic book understanding of it.) It's great that the kids get their horizons broadened, but it would be nice if they learned a little algebra in the process - at least enough that they'll be ready for their next math class. I could tutor her myself, except with this assignment she won't have time for it.
So here are the choices: Spend time with Dad and learn some math or go through with the assignment assiduously and pretend you're learning something important.
Smile really big and after you get the recommendations you need, then you can say what you really think. I told my daughter a long time ago that there would likely come a day when she would have to make a choice between schooling and education. Looks like that day has come a lot sooner than I anticipated.
Almost every day - and at least once a week - my kids learn something that is either wrong or that I strongly disagree with. I try to give them another perspective on the thing, but I'm not going to harass the school every time I have a quibble. So I let them get on with their business most of the time. I've only really blasted them once - several years ago. The principal was practically in tears when I left. (I didn't really blast anyone concerning the logic problem I posted about. I just was persistent.)
I have only intense contempt for people who screw with things "on principle," so I invariably let the small stuff slide. But this one is so utterly asinine, I'm really at a loss. Talked it over with some researchers here at work who think I shouldn't even bother with the teacher. "Go straight to the principal" or "Straight to the superintendent" or "Straight to the news media." But interference is something I always avoid.
Daughter wants me to stay back on this one. She thinks it's completely stupid and timeframe laughably unreasonable, but is worried of consequences if I get involved. OTOH, I think I have right to express an opinion if I think my kid's long term education will suffer.
Another view is that, "Well, she has to learn how to deal with these situations." This is a common view, but it is also nonsensical. If she were being bullied or molested, I could make the same claim. (None of my colleagues has expressed this view, though I was expecting it.) The bottom line is - in addition to all the nice, politically correct junk they're stuffing in my kid's head, are they going to put sufficient mathematics to carry her into her next course? (I know *damned* well from my years of tutoring geometry that most problems the geometry students have are with a lack of understanding of algebra - and often simple arithmetic.)
k
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I'd say that parts 2 & 4 were reasonable if this weren't a math(s) test. But for algebra?
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I'd say that parts 2 & 4 were reasonable if this weren't a math(s) test. But for algebra?
I'd say the same thing.
k
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I'd say requiring an essay on a chicken bone in a baggie is cruel and unusual punishment for any child. Oh, I'd say a lot about all this, but I know nothing about teaching nowadays so I'll await other comments.
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It seems to me this is a set of projects for multiple classes. Let's say you want to "integrate" classes around a theme.
Then the science class could do part I (again, I didn't read that part yet, but I'm assuming experiments have something to do with the scientific method).
The math class could do part III.
Parts II and IV could be creative writing for English. (I'm not sure what the point of II is, though. Maybe that's a history thing instead of an English thing.)
If she were coordinating with the other GT teachers and they were all gearing around this, I wouldn't have an issue. As it is, there's a major English project due in the same time frame and there's a volunteer requirement for the Civics grade, so she's gotta have 'some' time to do that.
k
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there is some evidence that ancient egyptians used to divide in half, (act on remainder(1 or 0) which is form of binary mathmatics.. its rather interesting-- a varient of casting out 9's a way of 'proving' a sum that i learned as a child.--details are available.
this could be a very useful -- its about number/bases..and understanding relationships..(between 9 in a decimal based numbering system, and 1 in a binary based system.)
--there are innovative ways of teaching math.. look at
Woollythoughts (can't remember if its a dot com or dot org... is run by 2 teachers in UK who use patterns in knitting to show common denominators, sequences, symetery, patterning, 'set theory' and other interesting mathmatical concepts --that can be made visual ..(again i can get more info if you want) (but they don't expect the kids to develop them, themselves)so arts(and arts and crafts) can be useful to learning math.... maybe you and your daughter could do something similary (the web page has great images..and some could be 'constructed' with paper and glue, rather than being knit..
(but unless this is being taught parts 3 and 4 are a bit suspicious..) still, she could do any arties project that is not idiotic, and still meets requirements for part 4 --not the question about the egyptian gods, but one of the other questions..
oh, yeah, in hierogliphics, the eye of hora is a gliph that means 1, or a whole, completeness-- and different parts of the image, or parts of the gliph, are used to express fractions.. so learning about gliphs, and the egyption concept of gods, does play into math --(not in a very practical way, but..)
my parents made math practical.. (when i complained knowing a formula for area was useless,i'd never need to use it they asked me how to figure out how many rolls of wall paper where needed to cover the walls in my bedroom..
math can be taught as a skill to solve practical problems..
but my parents (mother especially) had a great deal of difficulty with many of the concepts of new math, (number theory, set theory, non-euclidian geometry, and other stuff i was learning.. she wanted to know why i couldn't sum large numbers in my head...or figure out sales tax and add in my head. (i do these things now... but i didn't as a kid). there might be some value to the projects..(but its hard to fathom!) i would talk to teacher.
i like math now because i learned interesting concepts, (and eventually to figure out 8.25% tax on a sales total, and to sum it mentally).
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I see now that this four-part exam is not aimed exclusively at algebra students. I was confused before, but then, I'm easily confused.
I'm not sure what the point of II is, though. Maybe
that's a history thing instead of an English thing.
The history of a chicken bone?
Oh, and what does GT stand for?
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old hand
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So then this is definitely an assignment set for her in maths class? I'd ask for my money back, mate. This is worse than teaching creationism.
I admit I have little natural feeling for those who talk about ways in which maths can be made fun, or taught in a 'relevant' way. But that's simply because I always enjoyed it and needed no additional motivation than the existence of a problem to have a go at it. Only painful experience attempting to tutor my sister showed me that not everybody sees it as fun, or even 'sees' numbers the way I did. Even so, this assignment smacks not jsut of the bizarre, but the truly perverse.
Go get 'em.
cheer
the sunshine warrior
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I see now that this four-part exam is not aimed exclusively at algebra students. I was confused before, but then, I'm easily confused.
No. You were confused right the first time. This assignment is being given by the algebra teacher exclusively. The other teachers are not involved. The grade will be only for algebra, and nothing else.
What I'm saying is that IF it had been for several classes with part 1 being for the science classes, part 2 for the history class, part 3 for the math, part 4 for creative writing, THEN this assignment(s) would make a lot more sense and the demands on students' time would be more reasonable.
I'm not sure what the point of II is, though. Maybe
that's a history thing instead of an English thing.
The history of a chicken bone?
I don't know. I'm trying to see things from their perspective. As pissed off as I am, I still have to believe the teacher isn't an idiot and that there was some reason for this thing. I need to read the assignment in more detail, but I think the chicken bone is supposed to represent a mummy - maybe they're even trying to turn it into a mummy of sorts. They have to make daily entries where they "become the chicken bone." And they can't write the things all at once. They have to go through this thing on a daily basis. I dunno. Maybe it's archaeology.
Oh, and what does GT stand for?
Gifted and Talented - which to my mind conveys a bit of unintentional irony.
k
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of_troy,
I think I understand the gist of your point. I agree that mathematics can be used to solve useful problems. This is why they give word problems in algebra. The Egyptians serve as a good contrast they were less abstract than the later Greeks (but I think there's some disagreement about this). One of the good things about algebra is that beyond the actual math, it's the first training that people get in logical thinking, in the principles of problem solving, and in the use of abstract reasoning. We don't have to think about 12 carrots or 12 dogs, but just 12.
The actual mathematical part of the subject is several components which includes (probably among other things):
mathematical vocabulary and notation
inculcation of mathematical principles (postulates, axioms, theorems)
understanding how those principles are applied
translating word problems into mathematical notation
logical connection and inference
Essentially, one is given a set of tools and a bit of training on how to use those tools.
Of course logic is really pounded home in geometry.
English courses are gradually cumulative. Every course is important. Every year students gain vocabulary and insight. This accumulation or accretion of knowledge happens in mathematics as well, of course, but it's much less gradual. There are a number of quantum leaps. Algebra I is such a leap. In my view it's the most important math class any student will ever have. It's a sine qua non for any serious study of mathematics.
It's particularly important for my daughter as she's applying for a magnet school of science and technology. If she gets in, they're going to presume she's adept in it - it's a prerequisite for entry. If she doesn't get in, maybe it's even more important. Will she have other opportunities to compensate for her lack of training her.
When I was younger, I thought the English classes were a waste. "I'll never need this crap!" I was wrong. I wish I knew then what I know now: Nobody knows what they'll need in later years. One of the advantages of a broad, liberal education is that one is prepared for whatever comes one's way.
I wouldn't have a problem if this assignment were divided into 4 courses, but it's utterly unreasonably to have a substantial grade in math be affected by one's artistics ability or their ability to write stories.
k
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