Posted on 04/24/2007 10:10:15 AM PDT by Wuli
The rules of algebraic functions do not vary from nation to nation or from state to state. In Indiana and eight other states, the test to measure students’ comprehension of those rules will no longer vary.
Yes, it’s a step toward national academic standards. And yes, it makes sense for Indiana students to demonstrate understanding of mathematical concepts that are the same in Bangalore and Bluffton, Newark and New Haven.
Indiana is among the first nine states that will participate in end-of-course testing for.......................
(Excerpt) Read more at fortwayne.com ...
If Takesha take 3 kilos of coke to her pimp and her cut is 40% how much will her profit be after her visit to the free clinic?.........
I'm guessing Takesha will get stuck at the word 'kilos'.
Either that or she'll name her next child "Threekila."
At around $12,000 a kilo wholesale, her profit will be $14,400. More if she cuts it.
$12k/kilo?.........that’s pretty steep.........
That’s cheap since the wholesale price of cocaine is probably closer to 18-19K a kilo (it was 21,500 in 2003.)
Fitty cen?
That enough to get a tu-pak........
The flaw in their plan is that algebra should be taught not as one subject, but as several. That is, every algebraic equation should be rationalized to real world examples. Algebra can be widely applied, but if it is taught in the absence of application, it is meaningless abstracts.
Each equation should have associated with it first a visual example, and then a text based description of the visual. This would give the student three different approaches to the same problem, strongly improving comprehension, retention and the ability to apply the abstract in the future in different circumstances.
Finally, the specialized language, the vernacular, of algebra needs to be applied to the equation, to restore it as a descriptive abstract. This should only be done after the student has a deep understanding of the thing-in-itself and its application.
For example, the vernacular of the quadratic equation from the wiki:
http://en.wikipedia.org/wiki/Quadratic_equation
Being able to use the vernacular to describe the equation is far less valuable than being able to apply the equation or understand how it functions in the real world. But it is the final piece of the puzzle needed to understand algebra.
Would she be diggin’ it, if’n we calls it three keys?
ROFLMAO!!
Good point. You don’t learn to play a piano by reading a book.
Bingo. I learned how to do quadratic equations by rote, without ever learning what their use was. Once out of the course, I promptly forgot them.
Geometry, whch I was taught with concrete applications during a concurrent drafting course, stuck with me.
Well, Takeisha ain’t be selling that shizzle straight up - she be cuttin’ it wit’ bakin’ soda, sugah, flour, or rat pizen. Whateva be handy. You gotta be factorin’ that in on yo’ ‘quation.
It was a trick question..............
“Isn’t algebra racist? /sarc”
Don’t laugh. There is a “non-profit” outfit in California that has been developing math programs to teach the “social justice implications of using math”. They write a math curriculum that places all math questions in a “social justice” context. My recollection is that they have been able to get their program into some local California schools and are now seeking state funding.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.