Deborah Meier -- Yes, E.D. Hirsch is right: You can't measure reading qua reading. I not merely observed but ran little mini-focus groups to understand why some kids got "right" answers and others "wrong" ones. It had little to do with their reading skill.
Michael J. Petrilli -- We need to stop having these extreme arguments, between “No excuses!” on one side and “It’s all about poverty!” on the other. Poverty matters immensely. Schools matter immensely. Let’s get on with addressing both.
An irrational number is a number that cannot be expressed as a fraction p/q for any integers p and q. Irrational numbers have decimal expansions that neither terminate nor become periodic. Every transcendental number is irrational.
A rational number is a number that can be expressed as a fraction p/q where p and q are integers and q!=0. A rational number p/q is said to have numerator p and denominator q. Numbers that are not rational are called irrational numbers. The real line consists of the union of the rational and irrational numbers. The set of rational numbers is of measure zero on the real line, so it is "small" compared to the irrationals and the continuum.
Jill Berkowicz and Ann Myers -- The Common Core has become our behemoth. It has caught us up in its power and its demands. It lacks curricular meat while requiring an entirely new set of skills on the part of the teachers. Yet, those in politically powerful positions, leading the charge for this change, are convinced it can be done, it will be done, and now. Let's look at one change that affects every teacher, the teaching of academic vocabulary.
An important idea in advanced mathematics is curvature, the amount by which a geometric object deviates from being flat. Mathematicians study the curvature of advanced curves and three-dimensional shapes. In this lesson, students investigate the curvature of circles.