No, it’s the same amount of class time. We only do four classes at a time. I did 60 minute classes–you just devote 2 or 3 days to inclass work, rather than 1.

]]>Ninety minutes is wonderful. I worked with fifty back in the day, hence the work outside of class.

]]>Classes are 90 minutes (4 classes a day). Variability is caused by sometimes I lecture, sometimes they practice all day.

]]>OK, I just read your “I Don’t Do Homework” post. I got stumped by “60 to 90 minutes a day”. Is that how long the classes are? Why the variability? Anyway, sounds like plenty of practice. And your pole star is student mastery, sounds right.

As for technology, I’ll spam you some other time. đź™‚

]]>Dan thinks kids should learn algebra, as I understand it. He just says that they can learn it as described. But he never talks about classroom action, so it’s hard to judge whether his kids were getting it (he doesn’t teach anymore). He only ever taught algebra & geometry to 9th graders. I don’t do much with technology.

]]>” Iâ€™m not sure Iâ€™m oldskool. ”

Oh, sorry, I thought “He …blew off the commenters who wondered if the students were retaining the skills theyâ€™d â€śmasteredâ€ť twice in a week.” meant you thought Algebra students should learn to do Algebra (which is all I meant by oldskool).

“He …blew off the commenters who wondered if the students were retaining the skills theyâ€™d â€śmasteredâ€ť twice in a week.”.

That sounded like you did not think two problems was enough, with which I would agree.

“Iâ€™m just against wasting a lot of time on pointless problems.”

Agreed. That part of oldskool can be left behind now that automated systems make possible the mastery approach in which I practice until I think I got it, then take the test.* That will likely require more than two problems, especially if problems covered by a skill come in five variants with different surface features I must see past.

I like Dan’s interest in getting kids excited about math with real-world activities, I just do not see how that leaves time to master Algebra. I am even open to those who seem to be arguing kids might not need to learn Algebra, but they never come right out and say that. If they did, we could have that conversation.

* I was fascinated by a report from the Dragonbox Algebra folks: 90+ percent of kids complete the game, but some need six times as many problems and ten times as long as the fastest to do so.

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