中国初二平均数学水平横扫美国高三学生
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老胡，也不能说的太绝对。安省的小学和初中的算数教学（法语学校要好得多）是有问题的，6年级全省统考50%的学生不及格。我不认为参加数学比赛有什么用，但作为家长课外关注一下恐怕还是有必要的。
笃悠悠
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所以德国有世界上最棒的工程师。
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我的一位同事家里就是在村里开餐馆的，他是铁心要把自己的孩子培养成科学家，呵呵。
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你说得对，加拿大本科，尤其是理工类，第一年不及格比例相当的高， 有的说法是50%， 你这里30-40%估计是很多年前的数据。这正说明加拿大的中小学教纲严重落后， 连英文主流媒体都在报道和议论这现象，这正说明家长给孩子在中小学阶段猛补数理化的重要性，想明白的，孩子以后上大学就很难出现第一年因为基础数理化硬技能跟不上被学校踢除的尴尬。 我听说的被大学因为学业跟不上的例子几乎没有听说老中的例子。说明老中家长主流还是用了心的。现在这里的中学打分很松， 排名不在前列的中学98.99.100比比皆是，少部分还进了名牌大学，等进了大学，就原形毕露了。基本功扎实的很轻松，混的就惨了。
至于质疑老中孩子为啥不能在非理工类有作为，那就是很大的课题了。想想马云这样的非理工类生，杂牌学校的，他确实有非凡能力，为啥能在中国成功， 如果把他放在美国，顶多以后就做个小生意糊口罢了，想想为啥？ 想通了，其它理工还是非理工在美国，加拿大还是西欧的发展就搞清楚了。
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我那导师住的房子，恐怕没有几个国移会看得上会买来住。
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又掐指头在算吧？胡说什么啊！
杀掉30-40%也好或者50%也好，那就是这里的教育体制和招生做法。一年级没有那额外的30-40%或者50%，如何保证给更多的人一个平等竞争机会，学校哪里来那么多的经费（TA的钱哪里来?），如何实行淘汰制，如何保证教育质量。
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听听主流是咋说的。
http://www.theglobeandmail.com/opinion/whos-failing-math-the-system/article14112165/
MARGARET WENTE
Who’s failing math? The system
MARGARET WENTE
The Globe and Mail
Published Thursday, Sep. 05, 2013 6:00AM EDT
Last updated Friday, Sep. 06, 2013 9:22AM EDT
Here’s some bad news from the world of education: Math scores are in decline across Canada. Just as kids in Poland and Portugal and other formerly disadvantaged countries are taking great leaps forward, ours are going backward. Our high schools are graduating kids who have failed to grasp the fundamentals, and our universities are full of students who are struggling to master material they should have learned in high school.
EDITORIAL CARTOON
Editorial cartoons from September, 2013
What’s gone wrong isn’t a mystery. For the past decade and more, school systems across the country have been performing a vast experiment on your children. They have discarded “rote” learning in favour of “discovery,” a process by which students are supposed to come up with their own solutions to the mysteries of arithmetic. There’s ample evidence that this approach leaves millions of kids (to say nothing of their parents) baffled and confused, and it is being abandoned in large parts of the United States. This has not deterred legions of Canadian education theorists and consultants from pressing on. Perhaps they’re secretly in league with Kumon and Sylvan to drum up business.
Ontario Education Minister Liz Sandals thinks she knows why scores are slipping. Most elementary school teachers have backgrounds in the liberal arts. Their acquaintance with math is sketchy at best. (Ms. Sandals, no slouch with numbers, has a masters degree in math.) And teachers’ college doesn’t give them enough grounding. “We need to deal with math so that the teachers have the same comfort level with teaching math that they do with reading and writing,” she said last week.
Actually, the problem is much deeper than that. The teachers may be clueless, but the methods they’re supposed to use are bound to fail. The curriculum has downgraded arithmetic to near-invisibility. The “progressive” approach to instruction guarantees that many students will not master basic skills, will not understand fractions, will not learn to multiply or divide two-digit numbers on their own. After all, that’s what calculators are for!
“Provincial curriculum guides and math textbooks have been systematically expunged of the standard algorithms,” Manitoba teacher Michael Zwaagstra, a leading education critic, told me. An algorithm is simply a rule that tells you how to do stuff. For example, how do you add 2,368 and 9,417? If you learned the standard way, you’ll stack the numbers and start adding from the right: 8+7=15, carry the 1 and so on.
That may be efficient, but it’s hopelessly uncreative. With “discovery” math, kids are encouraged to reinvent the wheel by, say, starting on the left, adding the thousands, then the hundreds, then the tens and ones, and adding them all up at the end. Then they have to write a story about how they got the answer. Needless to say, this takes a whole lot longer.
The trouble is that math is built on fundamentals. If you miss a building block, you’re likely to become progressively confused. To make things worse, the current practice of social promotion – moving kids from grade to grade even if they’re hopelessly at sea – guarantees that armies of youngsters whose parents can’t afford Kumon will be left in the dark. So much for equality in education.
For years, math professors at our leading universities have been telling elementary and high-school educators that their methods don’t work. But the educators and the teachers’ colleges have refused to listen. After all, what do the professors know? They’re just math geeks. They have no idea how to teach children. As a consequence, there is now an almost total disconnect between the math that’s taught in most schools and the math that students need in university or the real world in order to succeed. It’s notable that educators in Eastern Europe and Asia, in particular, are astounded by what they’ve seen happening in North America.
So maybe those sinking test scores are a good thing. The education establishment may be immune to public pressure, but politicians are not. In Manitoba, where math professors and parents have been up in arms, the government has announced a bold new policy – it’s bringing back arithmetic! “Let’s face it,” Education Minister Nancy Allan told the Winnipeg Free Press, “doing math in your head is important.”
As for parents who don’t live in Manitoba, not all is lost. You can lobby, too. You can look up the Khan Academy on YouTube, which offers very good instructional videos for free. Or there’s Kumon and its ilk. Wouldn’t it be nice if our schools could put them out of business?
http://www.theglobeandmail.com/opinion/whos-failing-math-the-system/article14112165/
MARGARET WENTE
Who’s failing math? The system
MARGARET WENTE
The Globe and Mail
Published Thursday, Sep. 05, 2013 6:00AM EDT
Last updated Friday, Sep. 06, 2013 9:22AM EDT
Here’s some bad news from the world of education: Math scores are in decline across Canada. Just as kids in Poland and Portugal and other formerly disadvantaged countries are taking great leaps forward, ours are going backward. Our high schools are graduating kids who have failed to grasp the fundamentals, and our universities are full of students who are struggling to master material they should have learned in high school.
EDITORIAL CARTOON
Editorial cartoons from September, 2013
What’s gone wrong isn’t a mystery. For the past decade and more, school systems across the country have been performing a vast experiment on your children. They have discarded “rote” learning in favour of “discovery,” a process by which students are supposed to come up with their own solutions to the mysteries of arithmetic. There’s ample evidence that this approach leaves millions of kids (to say nothing of their parents) baffled and confused, and it is being abandoned in large parts of the United States. This has not deterred legions of Canadian education theorists and consultants from pressing on. Perhaps they’re secretly in league with Kumon and Sylvan to drum up business.
Ontario Education Minister Liz Sandals thinks she knows why scores are slipping. Most elementary school teachers have backgrounds in the liberal arts. Their acquaintance with math is sketchy at best. (Ms. Sandals, no slouch with numbers, has a masters degree in math.) And teachers’ college doesn’t give them enough grounding. “We need to deal with math so that the teachers have the same comfort level with teaching math that they do with reading and writing,” she said last week.
Actually, the problem is much deeper than that. The teachers may be clueless, but the methods they’re supposed to use are bound to fail. The curriculum has downgraded arithmetic to near-invisibility. The “progressive” approach to instruction guarantees that many students will not master basic skills, will not understand fractions, will not learn to multiply or divide two-digit numbers on their own. After all, that’s what calculators are for!
“Provincial curriculum guides and math textbooks have been systematically expunged of the standard algorithms,” Manitoba teacher Michael Zwaagstra, a leading education critic, told me. An algorithm is simply a rule that tells you how to do stuff. For example, how do you add 2,368 and 9,417? If you learned the standard way, you’ll stack the numbers and start adding from the right: 8+7=15, carry the 1 and so on.
That may be efficient, but it’s hopelessly uncreative. With “discovery” math, kids are encouraged to reinvent the wheel by, say, starting on the left, adding the thousands, then the hundreds, then the tens and ones, and adding them all up at the end. Then they have to write a story about how they got the answer. Needless to say, this takes a whole lot longer.
The trouble is that math is built on fundamentals. If you miss a building block, you’re likely to become progressively confused. To make things worse, the current practice of social promotion – moving kids from grade to grade even if they’re hopelessly at sea – guarantees that armies of youngsters whose parents can’t afford Kumon will be left in the dark. So much for equality in education.
For years, math professors at our leading universities have been telling elementary and high-school educators that their methods don’t work. But the educators and the teachers’ colleges have refused to listen. After all, what do the professors know? They’re just math geeks. They have no idea how to teach children. As a consequence, there is now an almost total disconnect between the math that’s taught in most schools and the math that students need in university or the real world in order to succeed. It’s notable that educators in Eastern Europe and Asia, in particular, are astounded by what they’ve seen happening in North America.
So maybe those sinking test scores are a good thing. The education establishment may be immune to public pressure, but politicians are not. In Manitoba, where math professors and parents have been up in arms, the government has announced a bold new policy – it’s bringing back arithmetic! “Let’s face it,” Education Minister Nancy Allan told the Winnipeg Free Press, “doing math in your head is important.”
As for parents who don’t live in Manitoba, not all is lost. You can lobby, too. You can look up the Khan Academy on YouTube, which offers very good instructional videos for free. Or there’s Kumon and its ilk. Wouldn’t it be nice if our schools could put them out of business?
急什么急，要嫌不过瘾，回国念去
说实话，半大小子了在数理化方面就没觉得学了什么橫货
第一句赞同，其他保留意见
这儿的数学老师估计是学体育出身的这儿的孩子的数学心算及演算水平不是一般的差据孩子反馈，kumon还是管用的，起码增强了数字敏感度，见数不晕
数学竞赛啥的不知道是个啥水平，但中国学这些都是学套路，什么两车相向问题，种树问题，钥匙开锁问题。。。。我们曾拿中国5年级最后一道拔高题考这里的人，我是2分钟做出来的，这里医学院大牛蛙做不出来，老师做不出来，两大博士折腾半天半小时做出来了，国内一个上到高一的孩子半分钟都不带想的就做出来了
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