The images are not a fair representations. The first image does not show how a student might attempt to find how many times the dividend can "go into" the divisor and eventually arrive at the quotient i.e. no work is shown. The second example shows how partial quotients based on place value can give you a similar quotient as the first method. The second image shows all of its work making the first image "cleaner". Both algorithms are useful, but try partial quotients when dividing polynomials!
This individual completely misrepresents this. He shows the traditional approach, which EM also teaches. The 2nd page he holds up shows another algorithm AND the thinking behind the work. Using the traditional approach you need to divide, mult., subtract, and bring down. Why isn't that shown on the 1st slide? That is the same info shown on the second visual. In EM, students are taught many ways to solve a problem then empowered to choose a method that works. Please, learn then comment.
Of course the old math looks simpler when compared to the new math, he didn't bother show his work in the old math. But even if the new math is more complex, does that make it bad? Perhaps the new math gives the student a better understanding of the math. An understanding she will need in careers involving engineering and software development. But hey, it's your kid. If you want her to follow you into the exciting world of low-wage factory work, then just keep pushing grandpa's math on her.
everyday math is a joke...especially once they get to middle school it is back to the OLD school way. How much more can we confuse our children. I have four children...my oldest failed math all thru elementary and is now getting an B in high school math...go figure...it is a conspiracy
My 9 year old son was looking over my shoulder while I was watching this and when the first picture was shown he said,"So this is long division?". When the next picture came up he said, "And this very long division?". He is being homeschooled in the old fashion methods so he won't have to do "very long division"
Disingenuous. The in the "new math" problem he worked out every single multiplication and subtraction by hand, but neglected to show those same steps in the traditional approach. This is especially bad because the EDM method is designed to produce simpler multiplications (such as 82*20 versus 82*7). If you have to misrepresent to make your point, how strong could your point really be?
I remember not being able to buy used math text books after a class began using a newer addition. New texts are expensive, and I couldn't imagine what changed in math that required rewriting math books. I teach now and see that solution methods didn't have enough steps to really get a student confused or opportunities to make a mistake. My 1963 Science Lab book is simple, understandable, and fun. Today the labs are extensive, wrong, and discouraging. Why?
The images are not a fair representations. The first image does not show how a student might attempt to find how many times the dividend can "go into" the divisor and eventually arrive at the quotient i.e. no work is shown. The second example shows how partial quotients based on place value can give you a similar quotient as the first method. The second image shows all of its work making the first image "cleaner". Both algorithms are useful, but try partial quotients when dividing polynomials!
mtdaver 8 months ago
old pepol:D
Chingonazo1 2 years ago
This individual completely misrepresents this. He shows the traditional approach, which EM also teaches. The 2nd page he holds up shows another algorithm AND the thinking behind the work. Using the traditional approach you need to divide, mult., subtract, and bring down. Why isn't that shown on the 1st slide? That is the same info shown on the second visual. In EM, students are taught many ways to solve a problem then empowered to choose a method that works. Please, learn then comment.
7shack3 2 years ago
Of course the old math looks simpler when compared to the new math, he didn't bother show his work in the old math. But even if the new math is more complex, does that make it bad? Perhaps the new math gives the student a better understanding of the math. An understanding she will need in careers involving engineering and software development. But hey, it's your kid. If you want her to follow you into the exciting world of low-wage factory work, then just keep pushing grandpa's math on her.
hannicullen 2 years ago
everyday math is a joke...especially once they get to middle school it is back to the OLD school way. How much more can we confuse our children. I have four children...my oldest failed math all thru elementary and is now getting an B in high school math...go figure...it is a conspiracy
SoccerGirl268 3 years ago 2
My 9 year old son was looking over my shoulder while I was watching this and when the first picture was shown he said,"So this is long division?". When the next picture came up he said, "And this very long division?". He is being homeschooled in the old fashion methods so he won't have to do "very long division"
jpetriel 3 years ago 4
Disingenuous. The in the "new math" problem he worked out every single multiplication and subtraction by hand, but neglected to show those same steps in the traditional approach. This is especially bad because the EDM method is designed to produce simpler multiplications (such as 82*20 versus 82*7). If you have to misrepresent to make your point, how strong could your point really be?
penguinx42 3 years ago 3
I remember not being able to buy used math text books after a class began using a newer addition. New texts are expensive, and I couldn't imagine what changed in math that required rewriting math books. I teach now and see that solution methods didn't have enough steps to really get a student confused or opportunities to make a mistake. My 1963 Science Lab book is simple, understandable, and fun. Today the labs are extensive, wrong, and discouraging. Why?
davidchenard 4 years ago 5