4 ms·
It probably varies by grade and locale. My oldest is in 4th grade now, and the most relevant maths are from 2nd and 3rd grade. Basic division, multiplication
by bcrosby95 2y ago
It probably varies by grade and locale.
My oldest is in 4th grade now, and the most relevant maths are from 2nd and 3rd grade. Basic division, multiplication, and fractions matters (3rd grade) - but so does adding and subtracting multi-digit numbers (2nd grade) because multiplication/division is now multiple digit (which is the actual, new, 4th grade material). Interestingly, she used almost no adding and subtracting in 3rd grade, to the point where the teacher supplemented required coursework to help stave off attrition, so you could actually get by 3rd grade while being terrible at adding and subtracting.
Her covid year was kinder. It made her cohort pretty bad at writing. But that seems to have largely worked itself out over the past 4 years.
It's not clear to me when these tests were taken, and that kinda matters - were they by people who were starting 4th grade, finishing 4th grade, or completed 4th grade?
It matters because it tells us what they missed due to COVID - if these 4th graders had 1st grade for COVID, I'm not sure if that would be a huge deal. The most relevant bits are also taught in kinder, and they cover adding and subtracting again in 2nd. But if their main COVID year was 2nd, I could see 4th being a huge problem, especially with the general lack of adding and subtracting in 3rd grade.
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- zozbot234 2y ago> My oldest is in 4th grade now, and the most relevant maths are from 2nd and 3rd grade. Basic division, multiplication, and fractions matters (3rd grade) - but so does adding and subtracting multi-digit numbers (2nd grade) because multiplication/division is now multiple digit (which is the actual, new, 4th grade material) Are the standards really that low? AIUI in most developed countries w/ the significant exception of the U.S. (and to a lesser extent, other English speaking countries), 4th and 5th grade math are for teaching the earliest elements of pre-algebra. (Meaning that algebraic expressions are very much not used, but the style of reasoning is clearly intended as preparation for that). They may get a lot of practice with fractions or multiple-digit arithmetic, but the basic procedures are not new to them in 4th grade. It seems to me that the U.S. educational system is underserving these kids quite significantly by not catering to their potential and actual skills for mathematical reasoning, which while not fully developed (and very much tied to "concrete" skillsets, as opposed to a real capacity for abstraction) are still quite substantial.
- muricula 2y agoYou might double check that the way you number the grades is the same as the way the parent comment numbers them. For example, as I understand it, in the US most kindergarteners are 5 years old and most first graders are 6, while in NZ most first graders are 5 years old and most second graders are six. So to convert from US grades to NZ you add one because in the US kindergarten isn't given a number. The US has a highly regional system, but as I understand it pre-algebra is taught starting around sixth grade (~11 year olds), which may line up a little closer to your expectations.
- zozbot234 2y ago> The US has a highly regional system, but as I understand it pre-algebra is taught starting around sixth grade In most advanced countries this would be the beginning of Junior High a.k.a. Middle School. By that time the students have been thoroughly introduced to pre-algebraic reasoning already, and are broadly getting practice in it (and being taught some more advanced notions around, e.g. exponents and powers, which are of course foundational for later teaching) as preparation for actual algebraic expressions to be introduced.