Real Problems
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Real Problems
Maths in my mind is the application of sound logic in problem solving.
11+ (select questions only) should be formulated in such a way to really challenge those bright kids in pushing those boundaries, and test their limits.
after all, if you want the best people to run your country, your hospitals, your biggest buildings/bridges your schools and your businesses, you want the peace of mind that you are in the hands of those who can rise to the challenge of our ever demanding world, and address critical path issues in complex projects with minimal risks.
You relax the examination criteria of the 11+, and then you lose the freedom to nurture that potential in our kids ...
Are we going too soft and easy in our Education Approach just to meet Government Targets.
Comments?
11+ (select questions only) should be formulated in such a way to really challenge those bright kids in pushing those boundaries, and test their limits.
after all, if you want the best people to run your country, your hospitals, your biggest buildings/bridges your schools and your businesses, you want the peace of mind that you are in the hands of those who can rise to the challenge of our ever demanding world, and address critical path issues in complex projects with minimal risks.
You relax the examination criteria of the 11+, and then you lose the freedom to nurture that potential in our kids ...
Are we going too soft and easy in our Education Approach just to meet Government Targets.
Comments?
Real Problems
Problem setting is an art. If complex maths problems can be set in such a way to make their reasoning intuitive, then you have a starting point for a solution. Make the approach abstract, then its not so easy to follow.Guest55 wrote:Sorry - what is your point here?
'Real' problems are difficult to set and require complex maths - just look at the problems of functional maths in secondary schools.
Golden rule to intuition, is to ensure that the problem has an application in the real world, that someoone can relate to.
I find less and less questions each year, that demonstrate problem solving questions that can be solvable through deductive reasoning.
ie they are getting way too easy!
Real Problems
Yeup, Grammar was never my strongest point, but I totally appreciate the need for unambiguity.solimum wrote:Do you mean "fewer and fewer"??I find less and less questions each year
(sorry, pedant alert!)
I don't see how making the test harder or easier changes things. Only the top 20% or so are selected - so if its extremely hard then then the raw scores will be lower or if it is easier as you suggest then the raw scores will be higher eg. to pass, a candidate will have to make very few mistakes.
Please also remember that in a lot of counties the test was taken in Jan of year 6, now a lot of counties are doing at the very beginning of year 6, september, when several topics haven't even been looked at ie. algebra.
Please also remember that in a lot of counties the test was taken in Jan of year 6, now a lot of counties are doing at the very beginning of year 6, september, when several topics haven't even been looked at ie. algebra.
Algebra
Some schools dont even teach algebra nowadays like they used to, and will unfortunately defer the solutioning principles to secondary education.medwaymum wrote:I don't see how making the test harder or easier changes things. Only the top 20% or so are selected - so if its extremely hard then then the raw scores will be lower or if it is easier as you suggest then the raw scores will be higher eg. to pass, a candidate will have to make very few mistakes.
Please also remember that in a lot of counties the test was taken in Jan of year 6, now a lot of counties are doing at the very beginning of year 6, september, when several topics haven't even been looked at ie. algebra.
Disambiguity
AgreedSassie'sDad wrote:It is disambiguity.
BTW
Disambiguate
X=X^2
What is X?