So as I point out some issues in the article, this isn't personal. But if we are going to try to make a push for better mathematical education for young kids and college students today, we have to get the details right. So I'll first point out the issues, then talk about what I agree with and where we should go from here. It remains in the curriculum because it’s easy to test, not important to learn.

https://t.co/DS52yev Tb R— ted dintersmith (@dintersmith) January 20, 2018 have any basis, it's probably in Dintersmith's personal experience, so it's more likely to represent confirmation bias than anything else, a reflection of the people he's around rather than "adults" in general.

A basic coding class or two can be helpful in this regard.

The new approach, exhibited at Olin College and signaled by the launch of the Schwartzman school at MIT, is just-in-time coding, a computational resource available across the curriculum--learn the right coding to apply the right tools at the right time to solve the right problem.

(Think "techniques of integration" in Calculus 2.) Do we really want a "computational thinking" that merely swaps one form of rote symbolic manipulation for another?

Where's the four-part foundation of decomposition, pattern recognition, abstraction, and algorithm design in other formulations of this idea?But how this will be done and whether it's an externally valid approach to teaching "computational thinking" (whatever this means) is unclear.For example, those faculty --- will they be actually teaching, or just doing more research?And also, where's the in order to justify keeping it around? The article mentions Olin College and the MIT Schwarzman College of Computing, This website at Olin gives a little more insight on what "computational thinking" might look like.But the Schwarzman College example seems hardly informative.Long story short, MIT is spending

Where's the four-part foundation of decomposition, pattern recognition, abstraction, and algorithm design in other formulations of this idea?

But how this will be done and whether it's an externally valid approach to teaching "computational thinking" (whatever this means) is unclear.

For example, those faculty --- will they be actually teaching, or just doing more research?

And also, where's the in order to justify keeping it around? The article mentions Olin College and the MIT Schwarzman College of Computing, This website at Olin gives a little more insight on what "computational thinking" might look like.

But the Schwarzman College example seems hardly informative.

||Where's the four-part foundation of decomposition, pattern recognition, abstraction, and algorithm design in other formulations of this idea?But how this will be done and whether it's an externally valid approach to teaching "computational thinking" (whatever this means) is unclear.For example, those faculty --- will they be actually teaching, or just doing more research?And also, where's the in order to justify keeping it around? The article mentions Olin College and the MIT Schwarzman College of Computing, This website at Olin gives a little more insight on what "computational thinking" might look like.But the Schwarzman College example seems hardly informative.Long story short, MIT is spending $1 billion to create a new college which will "lead the world in preparing for the rapid evolution of computing and AI." Fifty (!) new faculty positions will be created and it promises to "educate students in every discipline to responsibly use and develop AI and computing technologies to help make a better world".In the article, and in many fellow-travelling articles, Algebra 2 is equated with symbol manipulation. Take a look around at people's Algebra 2 syllabi, and you will find Algebra 2 tends to be a mix of topics, some of which are neither clearly interesting nor especially useful (e.g.factoring cubics), along with others that many Algebra 2 detractors would say are vitally important for people to know today, such as: If you get rid of Algebra 2 to remove the burden of symbolic manipulation skill, you also get rid of the above ideas, unless you create something else in its place.article speaks about "computational thinking", what does it have in mind?Is it Papert's idea of "progressively deepening understanding" --- and if it is, what exactly do we want students to understand?

billion to create a new college which will "lead the world in preparing for the rapid evolution of computing and AI." Fifty (!) new faculty positions will be created and it promises to "educate students in every discipline to responsibly use and develop AI and computing technologies to help make a better world".In the article, and in many fellow-travelling articles, Algebra 2 is equated with symbol manipulation. Take a look around at people's Algebra 2 syllabi, and you will find Algebra 2 tends to be a mix of topics, some of which are neither clearly interesting nor especially useful (e.g.factoring cubics), along with others that many Algebra 2 detractors would say are vitally important for people to know today, such as: If you get rid of Algebra 2 to remove the burden of symbolic manipulation skill, you also get rid of the above ideas, unless you create something else in its place.article speaks about "computational thinking", what does it have in mind?Is it Papert's idea of "progressively deepening understanding" --- and if it is, what exactly do we want students to understand?

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