There may be some of that involved. After a couple decades dealing with "new maths" as a parent, I have determined that the new math techniques were developed as alternate solution methods for kids who struggle with the classical method. Then, in the wisdom of school administration, Fed education officials, whatever, ? it was determined that these new methods may make the few kids that need it to feel substandard, so to keep everyone feeling equal, we will require all kids to learn these methods. Then over time, additional new methods are found, expanding new math. Now, each kid has to master anywhere from 4 to 10 different ways to solve the same problem. This burns up so much time that the kids don't get to the more advanced topics and end up behind for the next year. Over focus on "inclusion" and "self esteem" is crippling our science programs.
And yes, I have a couple engineering degrees and have had several arguments with kids math teachers over the years about what the right answer should have been on something marked wrong.
Keep in mind, even though your kid was marked wrong, the bar has been lowered down to where they will still get a B or better unless they are having social issues. I have watched average grades continue to rise while required content has continued to drop. As long as kids grades are a reflection of teacher performance, this crap will continue.




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