If you’ve got a dozen well-trained educators on this blog asking double the amount of critical questions about this cute little NAEP Excel doppleganger, most of which questions completely debunk not nuanced “implications,” but the very parameters of one’s x (math curriculum being assessed) and y (use of technology) values– I mean, come on. The *X and Y* values?!? Doesn’t that indicate on its face that we should throw out the whole damn graph?
She’s right, though the questions undergirding this sketchy data still intrigue me:
- What constitutes computing use in fourth-grade math? Rote repetitive drill software? Number Crunchers?
- What elements of math’s 12-year plan are outmoded, concessions to universities and textbook publishers? Does it lack coursework? Does it comprise too much coursework?