I am confident that the analyses will be sound, but (like some other commenters) I most look forward to reading your practical solutions to this situation that typically “makes no sense”. What can parents, teachers, and administrators do to give students an appropriate springboard into entrepreneurial success?

I also want to know some of your thoughts about the Chinese system and classroom. ??????????

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I would like your comments on the problem in Figure 4. The first part should be relatively easy, but when a similar problem was given in TIMSS Advanced students did very poorly on it. Those were students taking advanced math in the last year of high school, and the Chinese question was for all students in ninth grade in Henan. The second part is harder. Not only is the computational complexity harder, the school program does not teach how to find a line perpendicular to a given line until two years later. I think this shows that students will have to put together things on their own. I am curious how you would solve this part using just what is in the grade 9 curriculum.

Here is a problem from the eighth grade TIMSS in 2011.

Which method would be used to compute 1/3 – 1/4.

(A) (1-1)/(4-3)

(B) 1/(4-3)

(C) (3-4)/(3*4)

(D) (4-3)/(3*4)

If a student knows that fractions are numbers and can compute a little with whole numbers, three of the four answers are clearly wrong. Here is a little data on the results.

A B C D

South Korea 2.7 6.9 4.2 86.0

Japan 15.4 11.1 8.2 65.3

Average 25.4 26.0 9.4 37.1

US 32.5 26.1 10.7 29.1

Finland 42.3 29.5 8.7 16.1

In your reading about Finland, have you come across serious comments about the problems they have in school mathematics? I have not read any from people in the Finnish education establishment.

]]>Deciding what is to be included in this common foundation is up for debate- Some say STEM- which irritates me to no end- I would say if that is your view – expand it to include the arts- STEAM.

Then we have to decide how deep do we go in our foundation building…It must be solid enough to allow for significance but not so massive as to dominate the whole process.

After listening to Dr. Zhao for a couple of hours last week- I am inclined to follow his logic- at least in part. But I am still convinced that there are certain basics that must be shared in common and are foundational to any significant success beyond public k-12 school. ]]>