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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    02-09-2015
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Kritiek op modieus (Canadees) B.C. wiskunde-curriculum

    Kritiek op nieuw (Canadees) B.C. wiskunde-curriculum-ontwerp : verwaarlozing essentiële kennis en vaardigheden; optellen van breuken pas in 2de jaar s.o. ...

    Creators of the new Education Plan claim foundational skills will be an integral part of the new curriculum. But where is the evidence? In the new math curriculum, there are no measurable learning outcomes. The words “memorize” or “mastery” do not appear in the document. Daily practice and ongoing classroom assessment ar...e ignored. They also fail to acknowledge the biggest deficit in education today: a lack of foundational skills. And the proven path to mastering foundational skill — teacher-led, explicit instruction, memorization and daily practice — is the opposite of 21st-century learning. -

    But most damning of all is how the arithmetic operations of fractions (addition, subtraction, multiplication and long division), have been postponed to Grade 8.smile-emoticon 2de jaar s.o.) Cognitive science has already determined which elementary school skills, empirically, best predict success in mathematics at the end of high school. The findings are clear: There are no better predictors known than skill in division and fractional arithmetic. By delaying this important step, how are B.C. kids able to compete with kids globally, who have already mastered fractions four or five years earlier? In the bid to compete in a world economy, our kids will be at the back of the pack. This is not a balanced approach to education, it’s educational malpractice.

    Some countries have already experienced the damage these learning fads have inflicted on a generation of students. And they are reacting to this abysmal failure by making positive changes. In the U.K., this year’s math curriculum will include introducing more complex fractions at an earlier age, curtailing the use of calculators and insisting that teacher-led instruction be utilized with greater frequency. New Zealand’s latest independent education study has examined the failures of its math program. Overwhelming evidence suggested 21st-century learning — the same learning fad B.C. education leaders are promoting — was responsible for poor math skills in their students. If these learning strategies have already been dismissed globally, why does B.C. insist on promoting them? I have seen the research, I’ve reviewed it, it’s horrendous. Every child does not have to become a math genius, but they all deserve to have a firm grasp of arithmetic. Get back to work, and fix this. Our children are worth it. -

    See more at: http://www.timescolonist.com/…/comment-failed-fads-resurfac…

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    When my kids were little, I took them to see the Canadian women’s hockey team practise at a local rink. I wanted to show them what dedicated and...
    timescolonist.com|Door Tara Houle



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