The College Board has provided an outline of key changes to the SAT, effective in 2016. Below is a College Board summary of the current and redesigned exam and an analysis by Education Week providing relevant material in the Common Core State Standards.
In an astounding discovery, on Monday the 17th March, Physicists have found a long-predicted twist in light from the big bang that represents the first image of ripples in the universe called gravitational waves, researchers announced today. The finding is direct proof of the theory of inflation, the idea that the universe expanded extremely quickly in the first fraction of a nanosecond after it was born.
Interesting interview with Stanford Professor, Mehran Sahami, where in he says “When people see companies like Google and Facebook being founded by relatively young people, they feel empowered and think: I can do that.” Over the last two decades, it can be argued, no area of study has seen larger growth in span and general application than computer science. Today, computer science encompasses everything from bio-statistics to computer animation to start-ups. He further says “You take your average high school, and kids have several years of math classes, they have several years of science classes, several years of English, options for various kinds of vocational training, or history, or economics. But very few schools actually offer real computer science classes.”
The president of the College Board, David Coleman, criticized his own test, the SAT, and its main rival, the ACT, saying that both had “become disconnected from the work of our high schools.” Before the new exam is introduced, in the spring of 2016, the College Board, in partnership with Khan Academy, will offer free online practice problems and instructional videos showing how to solve them.
Critical thinking skills and logical reasoning are essential for 21st Century. Understanding math at a conceptual level can build these skills but our standard math curricula in schools wastes too much time in arithmetic, formulae and practice sums and fails to achieve the higher order thinking skills that can be applied to real world problems.
Edward Frenkel, mathematics professor at UC Berkeley argues that while we still need to teach students multiplication tables, fractions and Euclidean geometry; what if we spent just 20% of class time opening students’ eyes to the power and exquisite harmony of modern math? What if we showed them how these fascinating concepts apply to the real world, how the abstract meets the concrete? This would feed their natural curiosity, motivate them to study more and inspire them to engage math beyond the basic requirements — surely a more efficient way to spend class time than mindless memorization in preparation for standardized tests.
From MyPal’s experience with EMF Math Curriculum, we fully agree with Mathematicians like Edward Frenkel (and Keith Devlin and Paul Lockhart) kids are ready for this. It’s the adults that are hesitant. It’s not their fault, it’s the mindset of Schools, Parents and Teachers.
Read more in this LA Times article http://www.latimes.com/opinion/commentary/la-oe-adv-frenkel-why-study-math-20140302,0,5177338.story#axzz2uxJyJOSw
