Thursday, October 3, 2013

Is The Common Core 2013 the "new math" of 1963?

The Straight Dope: What exactly was the "new math"?:

What exactly was the "new math"?

Dear Straight Dope:
I'm old enough to have heard of the "new math" but as far as I can tell that was what I was taught in school. I have asked people older than myself what exactly the "old math" was. They were definitely sure I must have been exposed to the newfangled stuff, but seemed puzzled when I asked them what the differences were. Personally, I really couldn't find any math that I was taught in high school or college that didn't have solid foundations before this century.
In the fifteenth century, when German parents wanted their kids to learn addition and subtraction, they sent them to local universities. To get them to learn multiplication and division, however, they needed to send their kids to Italy for graduate school. The new math that arrived in Europe soon after, which transformed CCLXIV x MDCCCIV into a problem that we can teach to sixth graders, was truly revolutionary. The new math of the sixties was, well, like many other movements of the sixties, disruptive, despised, and moderately beneficial, and is now still around, but incognito.

After Sputnik was launched, Americans felt the schools were in crisis. The National Science Foundation (NSF), created in 1950 to promote basic scientific research, was expanded in 1957 and began to examine and promote change in secondary school education in math, biology, chemistry, and social sciences. The changes in the curricula and texts had a filter-down effect on the primary schools as well. The main thrust of these changes was a switch from teacher "telling" and student recitation to "inquiry" and "discovery," with the hope that students would be more likely to retain information they found out themselves than what was just told to them in lecture form and memorized. In the hard sciences, and to a lesser extent the social sciences, this was described as "hands-on learning." It's a teaching technique still held in high regard by educators and parents today.

In the more abstract mathematics, however, the 'hands-on' connotation was disturbing to teachers and parents who had learned the addition facts and multiplication tables by rote. One focus of the new math was set theory, where students were encouraged to think of numbers in a new, hopefully more concrete way. Students would take a set of four items, and add it to another set of five. Yes, the result was still nine, but the emphasis was on the concept of addition, rather than the answer per se. Using this technique, students were hoped to discover that the sets would yield the same number regardless of their order (the commutative property), and that taking one original set from the combined set would yield the other original set, thereby discovering subtraction, the inverse of addition. Other aspects of the new math including using number bases other than base-10 and introducing more abstract number theory concepts such as prime numbers earlier in the students' careers. As you say, none of these concepts were newly discovered in the 20th century; the shift was purely in teaching technique, not in basic concepts.

Teachers were quite resistant to this, noting that instruction of the class as a whole was less uniform, and that the possibility of some students falling too far behind was greatly increased. Parents were more vocal in their opposition, claiming that they couldn't help their third-graders with their homework anymore, and pointed to a noticeable decline in the more concrete skills such as computation. New math was derided in the public forum, such as in Tom Lehrer's song New Math: "It's so simple / So very simple, / That only a child can do it!" By 1976, only 9% of school districts were using the NSF-proscribed curriculum in their math programs. Morris Kline, in Why Johnny Can't Add: The Failure of the New Math, wrote that "with near perfect regularity, [teachers] applaud the return to tradition content [and] instructional methods, and higher standards of student performance."

The textbooks were only dominated by the new math system for about 10 years. However, elements such as set theory and base-n computation are still retained to this day, albeit with less emphasis and as a much smaller portion of the overall curriculum. Don't even get me started on the so-called "New New Math", which is a debate that remains to be answered in the classrooms, school board and PTA meetings, and maybe the courts, and promises to become a hot-button topic in the next couple of years. Stay tuned.

Special Late Nite Cap UPDATE 10-3-13 #BATsACT #RealEdTalk #EDCHAT #P2

Nite Cap UPDATE

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The difference between 501(c)(3) and 501(c)(4) organizations


Many people often wonder what the difference is between a 501(c)(3) and a 501(c)(4) organization. It is easy to confuse the two classifications as both are considered nonprofits and there are many similar characteristics. However, there are crucial differences between these two types of nonprofit organizations and it is important to understand the distinction.
According to the Internal Revenue Service Code, 501(c)(3) and 501(c)(4) organizations are nonprofit organizations that are exempt from paying federal income tax. 501(c)(3) organizations are either a public charity, private foundation or private operating foundation with open membership whereas 501(c)(4) organizations are civic leagues or associations operated exclusively for the promotion of social welfare or local associations of employees with limited membership.
When it comes to lobbying and political activity, 501(c)(3) organizations can appeal directly to legislative bodies and representatives and may support issue-based legislation. However, they must notify the IRS of their intent to lobby by filing form5768, which formally informs the federal government that one has elected to use the expenditure test to have the organization's lobbying activity measured. Under this test, lobbying capacity is typically limited to spending less than 5 to 20% of the organizational budget on lobbying activities, depending on the size of your organization.
501(c)(4) organizations can engage in unlimited lobbying so long as it pertains to the organization's mission. 501(c)(3) organizations are not permitted to engage in political activity, endorse or oppose political candidates, or donate money or time to political campaigns, but 501(c)(4) organizations can do all of the above.
In regards to supporting these organizations, donations made to 501(c)(3) organizations are deductible to the full extent of the law as charitable contributions. Donations made to 501(c)(4) organizations are not deductible, though some businesses who make these contributions often write them off as advertising or business expenses. (Please consult your accountant.)
Which should you choose, a 501(c)(3) or a 501(c)(4)?
If you are planning on doing limited or no lobbying, then you should choose the 501(c)(3) status so donors can benefit from giving to your organization. However, if your organization will be doing a lot of lobbying or any campaigning, you should form a 501(c)(4) to inoculate yourself from any charges of violating your 501(c)(3) status.
If you want the best of both worlds, you can have two separate but affiliated organizations - one a charitable 501(c)(3) and the other a 501(c)(4) lobbying arm. Many trade organizations lobby extensively on behalf of their members, but have an affiliated 501(c)(3) foundation for charitable giving and educational purposes.
Some examples of 501(c)(3) organizations include charities and educational institutions such as The Global Fund for Children and The Stella Adler Studio of Acting. Examples of 501(c)(4) organizations include unions, fraternal organizations and trade associations.


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