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To: athelass

Starting with the days of “new math”, the evolution of the teaching of mathematics probably goes like this:

The following examples may help to clarify the difference between the new and old math.

1960: A logger sells a truckload of lumber for $100. His cost of production is 4/5 of this price. What is his profit?

1970 (Traditional math): A logger sells a truckload of lumber for $100. His cost of production is $80. What is his profit?

1975 (New Math): A logger exchanges a set L of lumber for a set M of money. The cardinality of set M is 100 and each element is worth $1.

(a) make 100 dots representing the elements of the set M

(b) The set C representing costs of production contains 20 fewer points than set M. Represent the set C as a subset of the set M.

(c) What is the cardinality of the set P of profits?

1990 (Dumbed-down math): A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Underline the number 20.

1997 (Whole Math): By cutting down a forest full of beautiful trees, a logger makes $20.

(a) What do you think of this way of making money?

(b) How did the forest birds and squirrels feel?

(c) Draw a picture of the forest as you’d like it to look.

The indoctrinated pupils end up not even talking about mathematics at all.


38 posted on 06/11/2014 2:07:55 PM PDT by alloysteel (Selective and willful ignorance spells doom, to both victim and perpetrator - mostly the perp.)
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To: alloysteel

Bttt.


45 posted on 06/11/2014 2:27:56 PM PDT by Inyo-Mono (NRA)
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