tag:blogger.com,1999:blog-1695871120398977027.post1793008945528004031..comments2022-04-11T19:00:41.579-04:00Comments on CLIME Connections: Thoughts about Alternatives to the "Royal Road" to CalculusIhor Charischakhttp://www.blogger.com/profile/09311015215728634606noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-1695871120398977027.post-63374645750941106072012-04-23T08:55:36.282-04:002012-04-23T08:55:36.282-04:00Check out this alternative map/path/journey to/thr...Check out this alternative map/path/journey to/through calculus. <br /><br />http://www.mathman.biz/html/map.html<br /><br />If I was back in middle school, this map would have motivated me to explore this town called Calculus.Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-28676839167239653652012-04-14T11:45:34.955-04:002012-04-14T11:45:34.955-04:00Yes, this "road" has been finely tuned a...Yes, this "road" has been finely tuned and well worn. Nothing wrong with that... except that every student that wants to go to college is forced to take the road until they falter and quit from a state of fatigue. We need other paths for students who aren't interested in getting to calculus in high school but would much rather appreciate math for its importance in their lives and become competent everyday math users. That doesn't require mastery of the intricacies of the quadratic equation, only an appreciation for what it is and why its valuable in the study of math. That can be handled in a project based path which requires that knowledge but doesn't ask them to be an expert because they have to take the next step on the RRtC.Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-51259676261792827872012-04-07T21:59:43.069-04:002012-04-07T21:59:43.069-04:00I'm not seeing how introducing algebraic conce...I'm not seeing how introducing algebraic concepts in 6th grade (specific reference: Standard 6.EE) is going to change the perception of mathematics education as a march to calculus. Or why it's necessary to teach all students about complex numbers (Standard N-CN) or proving trigonometric identities (Standard F-TF) absent calculus as a goal (sorry, but last time I checked, neither were necessary for statistics or discrete mathematics). I really want someone to explain how implementation of the Common Core <i>changes</i> what will be taught in high schools, as opposed to what I think will actually happen, which is simply the repackaging of current curricula in "Common Core" clothing.<br /><br />If the argument is that the Common Core will cause curricula to be developed that will prepare students for calculus, advanced statistics, or discrete math, well, great, but don't such curricula already exist? And how does the existence of the Common Core address the issue that the joint NCTM/MAA statement points to - the number of students who "march to calculus" and then never take another math course again?Qhttps://www.blogger.com/profile/01222812519913852182noreply@blogger.com