Mate Wierdl is a professor of mathematics in Tennessee and a reader of the blog. He posted this comment:


I think the problems with CC is perfectly described in this blog post which compares a Finnish and a US first grade tests.

http://taughtbyfinland.com/first-grade-math-tests-in-american-and-finnish-classrooms/

Simply looking at the two tests is enough: you can easily understand the Finnish test without knowing Finnish, while you may have to reread some questions in the US one.

Finnish

US

The US early emphasis on word problems to connect math with (fake) real life is one of the basic issues with CC. This corresponds to the close reading nonsense. The other basic issue is insisting on kids’ giving logical , detailed explanations for concepts they can easily understand intuitively (such as, they have no problem understanding the difference between 12 and 21, but CC wants kids to explain the difference every time they see it). This corresponds to poem analysis until the poem is dead—as you guys mentioned it before.

If I had to give a single sentence to describe the problem with the CC math: it wants to take art out of math and replace it with logic.

Probably, the same could be said about ELA, but I am not an expert on that.