Assuming this question reflects the type of mathematics questions posed to fourth graders, it raises a pertinent query: what is the pedagogical value of such mathematical questions for 9- or 10-year-old students?
Living in a world where it is a rarity for a cashier to perform basic mental arithmetic to make change from a $20 bill, we must consider if foundational arithmetic skills should precede advanced mathematical concepts such as prime numbers and factorials. This prompts a broader question: in today's rapidly evolving world, what should children be learning? As an individual who still views learning as a lifelong endeavor, I believe educational content must adapt to different age groups. Thus, let’s focus on the appropriate curriculum for 9- or 10-year-olds. To provide some context, there is ongoing speculation in the AI community about the imminent release of OpenAI's "Raspberry" model. While details are scarce, experts suggest it could potentially perform at the level of PhD-level scientific research. Whether or not these rumors are grounded, the undeniable truth is that AI is revolutionizing the workplace, reshaping the essential knowledge and skills required for future generations. In my view, compulsory education should concentrate on the foundational 'Three Rs' – reading, writing, and arithmetic – augmented by personal and interpersonal relational skills. This encompasses not only effective communication but also fostering self-awareness, empathy, and a meaningful relationship with the world around us. Mathematics, distinct from basic arithmetic, should be an elective subject pursued by those with a genuine interest. For instance, one of my grandchildren, residing on another continent, engages in voluntary weekly sessions with me. Our lessons have progressed from basic Python programming to exploring complex algorithms, such as the Traveling Salesman Problem (TSP) and discussions on the P vs NP problem. This learning journey is driven entirely by curiosity and interest. While it is crucial to equip students with fundamental arithmetic skills, we must also provide avenues for those intrigued by mathematics to explore its depths voluntarily. Balancing foundational skills with opportunities for advanced learning will better prepare our children for a future where the relevance of traditional knowledge continually evolves. On Thu, 8 Aug 2024 at 05:28, Frank Wimberly <wimber...@gmail.com> wrote: > I'm not sure my 30+ year old daughter knows the times tables. She works > for the Secretary of Public Education. If you ask her about it she will say > she uses calculators and spreadsheets. I think. > > --- > Frank C. Wimberly > 140 Calle Ojo Feliz, > Santa Fe, NM 87505 > > 505 670-9918 > Santa Fe, NM > > On Wed, Aug 7, 2024, 9:12 PM Russell Standish <li...@hpcoders.com.au> > wrote: > >> It is a test that you know your 7 or 8 times table. And the definition >> of a prime number (which could be given as part of the question, if >> not the curriculum). >> >> I would expect most 9 or 10 years olds should know their times tables. >> >> Or am I wrong abut kids these days? >> >> On Mon, Jul 22, 2024 at 12:43:54PM -0600, Tom Johnson wrote: >> > Ms. O'Hara: >> > >> > RE your story Sunday, "Does proficiency give full picture?" >> > From your lede: >> > "Pop quiz: What number is both a prime number and a factor or 56"? >> > >> > If I understand correctly, this is a question on an exam given to fourth >> > graders, 9- or 10-year-olds. >> > Could you please point me to some source in the city or state education >> > departments who can tell me what short- or long-term value this >> question about >> > mathematics -- NOT arithmetic -- has for students that age? >> > >> > We live in a state where it is a rare cashier who can do the mental >> > arithmetic to make change from a $20 bill. Can we first find out if >> fourth >> > graders can do that before getting into primes and factorials? >> > *-- >> > ============================================ >> > Tom Johnson - t...@jtjohnson.com >> > Institute for Analytic Journalism -- Santa Fe, NM USA >> > 505.577.6482(c) 505.473.9646(h) >> > Visit Global Santa Fe >> > ============================================ >> >> > -. --- - / ...- .- .-.. .. -.. / -- --- .-. ... . / -.-. --- -.. . >> > FRIAM Applied Complexity Group listserv >> > Fridays 9a-12p Friday St. Johns Cafe / Thursdays 9a-12p Zoom >> https://bit.ly/virtualfriam >> > to (un)subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >> > FRIAM-COMIC http://friam-comic.blogspot.com/ >> > archives: 5/2017 thru present >> https://redfish.com/pipermail/friam_redfish.com/ >> > 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >> >> >> -- >> >> >> ---------------------------------------------------------------------------- >> Dr Russell Standish Phone 0425 253119 (mobile) >> Principal, High Performance Coders hpco...@hpcoders.com.au >> http://www.hpcoders.com.au >> >> ---------------------------------------------------------------------------- >> >> -. --- - / ...- .- .-.. .. -.. / -- --- .-. ... . / -.-. --- -.. . >> FRIAM Applied Complexity Group listserv >> Fridays 9a-12p Friday St. Johns Cafe / Thursdays 9a-12p Zoom >> https://bit.ly/virtualfriam >> to (un)subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >> FRIAM-COMIC http://friam-comic.blogspot.com/ >> archives: 5/2017 thru present >> https://redfish.com/pipermail/friam_redfish.com/ >> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >> > -. --- - / ...- .- .-.. .. -.. / -- --- .-. ... . / -.-. --- -.. . > FRIAM Applied Complexity Group listserv > Fridays 9a-12p Friday St. Johns Cafe / Thursdays 9a-12p Zoom > https://bit.ly/virtualfriam > to (un)subscribe http://redfish.com/mailman/listinfo/friam_redfish.com > FRIAM-COMIC http://friam-comic.blogspot.com/ > archives: 5/2017 thru present > https://redfish.com/pipermail/friam_redfish.com/ > 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >
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