Ling Huang
@FightFuzzyMath
@UCBerkeley econ PhD. Won @PKU1898 teaching award. Fighting against fuzzy Reform Math that stultifies global children & imperils civilizations. ** http://rb.gy/amoc52
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The glaring mistakes in Jo Boaler's new book "Math-ish" reveal her unsolid and erroneous conceptual understanding of fractions and simple multiplication. If anything, the mistakes suggest weak procedural fluency and vague conceptual understanding reinforce each other.
NEW @thevosf 👇🏼 How is it that despite having a monopoly on math teacher prep in CA, grad schools of ed keep churning out new teachers who are failing more students more completely than ever? The UCSD report & failures of teacher prep accountability: thevoicesf.org/u-c-san-diegos…
Seriously. A student who plans to be a STEM major who arrives at UCSD & discovers they need to take a year's worth of remedial math just to get to the starting line of their degree work has encountered more than a speed bump. Their college plans have been sabotaged.
"Between 2020 and 2025, the number of students whose math skills fall below high school level increased nearly thirtyfold; moreover, 70% of those students fall below middle school levels, reaching roughly one in twelve members of the entering cohort." Which stats comfort you?
Using PISA data from 73 countries, researchers estimated the extent to which growth mindset mediates the association of SES and achievement, and find results consistent w/ the picture of the last 10 years. It's a real effect. It's small. nature.com/articles/s4153…
The “do kids need to read books to learn to read better” debate is already a surrender. Books don’t just build fluency. They build souls. Reducing them to skill drills is how a culture forgets what it means to be human.
The Reading curriculum with the most evidence of student achievement results is largely sidelined because the gatekeepers aren't on board. I interviewed its Co-author and will share soon. It's an unbelievable story. Public education's version of "Give us Barabas!"
“The teacher’s complete pedagogical journey [into the abyss]”… wisely critiqued by @MrZachG educationrickshaw.com/2025/11/24/sto…
Lowering standards for all isn’t a solution to inequality. It’s wishful thinking that shortchanges our brightest kids and deepens the real divides.
The New Yorker gets into the debate: “Student achievement has fallen off a cliff. And neither Trump nor the pandemic is to blame” No amount of money in the world can make up for not caring about results.
Brian Conrad in The Atlantic: "Who's going to trust somebody who got a degree in airline engineering who [can't] think through a problem w/o a computer telling them the answer? The premise that foundational ideas don't need to be learned anymore is a recipe for idiocracy"…
Actually we don’t, because there’s no upside. Grading reform has solved zero real problems, while creating many new problems.
A teacher's job isn't to get students to love history, science, lit, or whatever else A teacher's job is simply to teach the curriculum well (And if they simply teach well, more students will end up loving the content than if they try to foster a "love" of it)
Education schools train teachers to meet imaginary students in imaginary classrooms where their imaginary methods work like a charm. Then a teacher gets to the real classroom with real students, and the "best practices" fail them in ways that continue to shock for years. It…
✨ 🚨 New Episode DROPS TOMORROW 🚨 ✨ My guest is a mathematician who became Minister of Education and raised Portugal’s PISA & TIMSS results. What was the formula? Don’t miss my conversation with Nuno Crato!
Joe Feldman: “Why do we still hear claims that equitable grading lowers standards, demotivates students, or even undermines public schools?” San Francisco:
Actually we don’t, because there’s no upside. Grading reform has solved zero real problems, while creating many new problems.
Universities have marketed themselves less as academic institutions and more as lifestyle brands. They’ve de-emphasized rigor, standardized tests, and intellectual discomfort in favor of “community,” “fit,” & “experience” Students now expect constant validation, emotional…
These Harvard students…did not react well to the report on grade inflation: “The whole entire day, I was crying. I skipped classes on Monday, and I was just sobbing in bed because I felt like I try so hard in my classes, and my grades aren’t even the best. It just felt…
Much of the concerns about AI in schools pertains to students using it as a shortcut to doing original work. But the risk to teachers is equally worrisome. My latest at "The Next 30 Years" Substack. thenext30years.substack.com/p/the-illusion…
What is explicit instruction? Anita Archer, one of the world's leading experts on explicit instruction, explains it here. Check out the full episode: youtu.be/EE5wvi-xQTM?si…
American education, folks.
I’ve told the story of a colleague at a struggling school who said “reading and math are important, but I teach the whole child.” She was granting herself permission to fail at her primary responsibility and still see herself as a good teacher.
If your students don’t do as well in reading, writing and mathematics as students from similar backgrounds elsewhere and you claim this is because you focus on wellbeing or ‘the whole child’ then you are telling yourself a comforting lie.
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