#i profess

But the thing that really stood out to me is that I feel much this same way about math instruction:

i have seen this repeatedly, too - actually i was particularly taken with how similar this is to the behavior of struggling readers at much younger ages - and would summarize the hypothesis i have forged over time as: struggling readers do not expect what they read to make sense. my hypothesis for why this is the case is that their reading deficits were not attended to or remediated adequately early enough, and so, in their formative years - the early to mid elementary grades - they spent a lot of time "reading" things that did not make sense to them - in fact they spent much more time doing this than they ever did reading things that did make sense to them - and so they did not internalize a meaningful subjective sense of what it feels like to actually read things.

One of the big problems I have primarily in Calculus 1 (which is the lowest-level course I've taught) is that students just don't expect math to make sense. There's a bunch of rules to follow, which you have to memorize, and then you look at an expression and use some rule that seems like you could use it.

But that's not how competent mathematicians (and I use that word in the broadest possible sense) interact with mathematics. Mathematical formulas mean things. They have syntax, and semantics, and you can break apart a computation and talk about what individual terms mean and are doing, and what manipulation you're doing and what that corresponds to.

(Sometimes, of course, that's easier than others. Calc 2, in particular, involves a lot of "tricks" where it's hard to explain the logic in the middle of using them. But that's why I'm focusing on Calc 1 here, which is mostly not like that but does have a lot of application-y problems where this semantic understanding is important.)

I got into another argument about my faith today, so I went home and made this. These things I hold as truths, the very backbone of who I am. These things I hold as sacred. I will not bend, I will not break in these beliefs.

And I understand where this idea came from! AAVE is a perfectly fine dialect of English and there's nothing "wrong" about writing in that dialect rather than Standard American English. And it makes a lot of sense to me to support, like, middle schoolers writing in their native spoken dialect.

I'm genuinely offended by this. I don't know how the fuck you're supposed to evaluate or understand the program without knowing what topics it covers! (They'll share the topics list with me, specifically, in the course of evaluating the test for my university; but I have to sign a release, and have to promise not to share them with colleagues, because they want my colleagues to sign the same release.)

And there's, like, no point to this. It's not a major secret what the topics a calculus course should cover are. (And sure, they do some stats and matrices or something too, and that's all the added info.) I think you can't even legally "copyright" the contents of these lists, because it's factual information and that's not copyrightable.

I'm really seriously tempted to issue an official recommendation to my university to stop giving any credit for IB tests until this policy gets reversed. If they won't freely share information on the program and the test, we'll have to assume that it's valueless and shouldn't earn credit.

One is that the comment box fits only thirty characters per student, which means we can't communicate much. They apologize for the inconvenience and assure us that they're working with the contractor to address that issue as quickly as possible.