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Reader defends , “Dr. Fishbein, has presided over a period during which the corrosive influence of constructivist teaching methods has waned”

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“Dr. Fishbein, whatever some may say of him, has presided over a period during which the corrosive influence of constructivist teaching methods has waned somewhat and may now be losing its mojo. At the time Dr. Fishbein was hired, a huge push had been underway for years in the Ridgewood district in favor of denuding K-12 curricula of content and emphasizing process instead. As part of that push, the Trustees of our Board of Education put us on the brink of hiring for our superintendent the then-high priest of Constructivism and Reform Math (late of a Long Island district he conveniently abandoned rather than face the unmitigated displeasure of a growing army of pitchfork-bearing parents and taxpayers) together with his “man behind the curtain” wife as a kind of Bill and Hillary “two for one” deal. Like Hillary, who put her husband to shame in terms of her determination to promote the marxist/socialist agenda, the dedication our incoming supe’s wife had to the cause (as demonstrated by her history of hoovering up large amounts constructivism-promoting grant money and writing books on the subject), to say nothing of her radical street cred, probably exceeded that of her husband. We dodged a huge bullet when that zealot thankfully quit a couple of weeks before his scheduled start date and took his egghead wife with him to parts unknown. Within a few months, Superintendent Fishbein was hired. Within a year or so after that, we witnessed with enormous relief the resignation and apparent professional disappearance of long-time Assistant Superintendent in Charge of Curriculum Regina Botsford, whose radicalism and utter devotion to constructivist teaching methods was itself the stuff of legend among her K-12 curriculum development industry colleagues (Bill Ayers eventually went into that line of work, if that tells you anything). So the constructivist storm seems to have passed, at least for the time being, and Ridgewood was not established as the Mecca for constructivist teaching methods among U.S. K-12 public school districts. Your mileage may vary, but we might want to pause and at least thank Dr. Fishbein for what he isn’t!”

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Ridgewood K-5 Math Curriculum Study : “collaboration, the application of concepts, and an emphasis on self-reflection”

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photo of Richard Feynman was an American theoretical physicist, known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For contributions to the development of quantum electrodynamics, Feynman received the Nobel Prize in Physics in 1965 jointly with Julian Schwinger and Shin’ichirō Tomonaga.

the staff of the Ridgewood blog

Ridgewood NJ,  last nights BOIE meeting left many with a sinking feeling when it comes to math education in the district the K-5 Math Curriculum Study , “the focus of the district’s elementary math program, which stresses collaboration, the application of concepts, and an emphasis on self-reflection.”, but do they learn how to add and subtract ?

Continue reading Ridgewood K-5 Math Curriculum Study : “collaboration, the application of concepts, and an emphasis on self-reflection”

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English pupils’ maths scores improve under east Asian approach

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Study shows ‘maths mastery’ experiment improved children’s scores in English schools after just one year

Schools in England experimenting with east Asian teaching methods have seen an improvement in children’s mathematics skills after just one year, according to a study.

The research, published on Thursday, which represents the first hard evidence that introducing a Singaporean “maths mastery” approach into English classrooms can influence results, found a “relatively small but welcome improvement” in children’s performance.

The report’s lead author warned however that the mastery programme should not be seen as “a silver bullet” and called for it to be tested over a longer period in a greater number of schools in order to build a fuller picture.

Policymakers have been studying teaching methods in east Asian countries such as Singapore, Japan and South Korea, which dominate the Pisa international league tables measuring children’s academic achievement. Children there are on average more than one year ahead of their western peers in maths.

The mastery programme differs radically from current maths teaching in England, with fewer topics covered in greater depth, and every child expected to master the topic before the class moves on. Teachers hold weekly hour-long workshops to discuss lesson planning.

The study, led by UCL Institute of Education and the University of Cambridge, evaluated the impact of a Singaporean-inspired teaching programme in 90 English primary schools and 50 secondaries where it was taught to more than 10,000 pupils in year 1 (aged 5-6) and year 7 (11-12).

After a year they saw a small increase in children’s maths test scores compared with pupils in other schools which was roughly equivalent to one additional month of progress over the academic year. The programme is designed to have a cumulative effect, with the full benefit evident after five years.

https://www.theguardian.com/education/2015/jun/18/english-pupils-maths-scores-improve-under-east-asian-approach

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Experts tell Ridgewood parents: Math studies add up

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Experts tell Ridgewood parents: Math studies add up
WEDNESDAY JANUARY 15, 2014, 10:06 AM
BY  LAURA HERZOG
STAFF WRITER
THE RIDGEWOOD NEWS

The classic advice “the journey is more important than the destination” may conjure up images of laid-back surfers, backpackers and road-trippers. Mathematicians? Not as likely.

Yet this was one of several perspectives on math education that four professionals, each of whom regularly uses math in the workplace, had to offer Ridgewood school administrators.

The professionals, including two Ridgewood High School (RHS) graduates and a parent of former Ridgewood students, engaged in a panel discussion on mathematics in the professional world at a public event hosted by the district last month.

Math is not really about integrals or derivatives or being the first to calculate the answer; it’s about learning how to reason through a problem and think logically in all aspects of life, the speakers emphasized.

– See more at: https://www.northjersey.com/news/240280891_Experts_tell_Ridgewood_parents__Math_studies_add_up.html#sthash.IM4ebh4Y.dpuf