Common Core: Making subtraction as confusing as possible

Common Core Making subtraction as confusing as possible

Common Core counting the counting up method

I cannot help but wonder if the point of this demonic teaching method is to ensure that American public school children are turned into resentful and ignorant adults. It makes sense if your goal is to ensure that the United States becomes yet another impoverished nation with virtually no middle class.

Communism cannot exist where there is a strong middle class. How better to destroy OUR middle class than to destroy the public education system that has worked so well at allowing the kids of ordinary folks to develop their entrepreneurial spirit, invent cool things and create lots of jobs and products that make people’s lives better?

Communism is just Feudalism writ large, a political-economic system in which the top 2% keep all the wealth, education, health care and weapons to themselves, so they can exercise total control over the 98% who serve them.  (Trust me … the Obama girls are no more being force fed Common Crap in their pricey private school than they are being force fed the tasteless lunches their mommy insists are so necessary for public school kids.)

One school district tried to impose Common Core on homeschoolers, despite the fact that the state’s law has no such requirement. Fortunately, the parents got the Home School Legal Defense Association to force the district to back off. I wonder how many minutes it will be before that state’s Democrat majority leadership changes the law to include “and homeschoolers” in the Common Core mandate.

Doesn’t it strike you as very ODD that the Left is so PROCHOICE about killing kids in the womb, but totally ANTICHOICE about how the survivors get educated? At what point in the development of a child does a mother go from being the only one who can be trusted to decide if her child gets to live to someone who cannot be trusted to choose her child’s educational plan?!

Before the Democrats took majority control of Congress in January 2007, the Republican majority had invented a voucher system that allowed poor students who showed promise to escape the “51st in the Nation” DC public schools and transfer to one of the less-expensive private schools.  You know, the ones mostly run by … horrors … the Catholic Church, which has had a commitment to mainstreaming poor kids via quality education since … ummm … how many centuries now?

Five minutes after the Dems took charge, this voucher program was canceled and all those poor kids were forced out of their good schools and shoveled back into the “Worst in the Nation” ghetto public schools that produce little more than illiteracy, violence and despair.  But that’s what the Left wants.  They’ve been telling us this for a hundred freaking years!

About the DC voucher program

In 2009, Democrats killed the DC vouchers program Republicans had put in place, BECAUSE the teachers union gave them MILLIONS to win their elections and the teachers union does not want competition from private schools.

Nearly 74% of DC parents wanted the program restored, but it wasn’t until the GOP took back majority control of the House in 2011 that Republican Speaker John Boehner was able to make it happen.

Like his Democrat cronies in Congress, President Obama doesn’t want the DC voucher program to exist.  His budget proposals always list ZERO DOLLARS for funding it … this despite his breast-beating about how much he CARES about poor black kids.  Puh-leeze.

  • Barely HALF of DC public school students graduate from high school; 97% of voucher students do so!
  • Applications for the voucher program exceed available slots nearly 3 to 1.
  • Each voucher is worth about half the $18,000 the DC school district spends on each student, so it SAVES the taxpayers money!
  • DC parochial schools cost about $10,000 per student per year, so poor parents still have to struggle to make up the difference.
  • The private school the Obama girls attend costs $31,000 per student per year.

I support in-shop unions where the union reps are elected by employees from among fellow employees.

The teachers union is nothing like that. So far as I know, its entire income stream comes from garnishing public school teacher salaries which are provided by taxpayers.

Like any big business, its goal is to protect itself, which means it opposes anything that interferes with its income stream – e.g., right to work laws, homeschooling and tuition vouchers.  Unlike any real business,  its income stream is completely independent from the quality of its products and services. 

Public school teachers as a whole are a representative cross section of Americans, but unless they live in a right to work state, the right-wing teachers have ZERO CHOICE about how the left-wing unionistas use their union dues.  Meanwhile, the hypocritical parasites running the union pay themselves a great deal more money than the teachers they allegedly represent.




Filed under Education

6 responses to “Common Core: Making subtraction as confusing as possible

  1. Tom Lehrer: New Math with a nice whiteboard illustration.

    (I tried to leave this on the previous common corpse thread, but the browser got closed and I lost the text. Gosh, browsers are stupid.)

    I probably heard this in the early 1960s, since I was a big Lehrer fan, but I must’ve forgotten about it by the late ’60s when what I think of as “new math” was introduced.

    Lehrer first demonstrates two “old” techniques for subtraction. He mentions an age and institution bias on which you’d learn. The “carry the one” made both me & Milady blink absently. Carry the one, in subtraction? These are what I would consider “tricks” — not that they don’t work.

    What he calls “New Math” is what I (public schools, Oklahoma) and Milady (Catholic schools, Chicago) learned, which I think is called “grouping.” Yes, it is intended to let you understand what you are doing, borrowing from the tens to subtract in the ones column. Is it just that it’s what we were taught that this seems like the right approach? Still requires full “flash card” knowledge.

    When I was in 9th grade, they introduced “New Math.” (Or is it New New Math?) I was an “A” math student, and I got it immediately. At first, I thought this was pre-Algebra or something, but, no, it was just what we’d call “factoring.” My thought, in 9th grade was, yeah, I get it, because I have this great grounding in traditional math; kids in the future are going to be totally lost.

    Modern common corpse curriculum is like New Math dumbed down and made into awkward, often indecipherable, word-sentences designed to make people feel stupid, as far as I can tell.


  2. chrissythehyphenated

    “New Math … so simple, only a child can do it.” … So they had to invent “Common Core Math” so even the children can’t do it.


    • They tried out “new math” on us when I was in fourth grade. I had always done well in math up to that point, and I didn’t think “new math” was particularly challenging, just weird. It turned out to be a total bust, though, and the following year they went back to old math — which had worked just fine for ages and continued to work just fine. No kid finished eighth grade in that school unable to do basic arithmetic — adding, subtracting, multiplying, and dividing — which is all the math most people will ever use in real life anyway. Why do the educational elites waste so much time, energy, and money trying to fix something that isn’t broken?


      • chrissythehyphenated

        To justify their PhDs? I got stuck with 2 experiments that I still feel resentful about. One was to substitute linguistics for grammar. Linguistics is fine if you’re studying multiple languages. The only grammar I know, I learned in French class. The other was a HORRIBLE “self-teaching” mess that some brainless slug got inflicted on my French class in 10th grade. By my count, only 2 people actually made it work. I tried to go back to a traditional class in 11th grade, but I was so ridiculously far behind that I just dropped French.


        • My high school algebra teacher, who was kind of lazy, got this bright idea half way through the fall semester that he could save himself some work by dividing up the lessons, assigning them to different groups of students, then let the students teach the lessons to the rest of the class. It was a disaster. I fell behind at that point and never caught up again. I had to fake my way through the rest of the year, and to this day I don’t know how I managed to pass the course without having actually learned anything (other than the fact that my teacher was a lazy twerp).

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