Mr Deng's IT News Collection: This slow-building approach is at odds with some aspects of public education. It’s not uncommon for districts to require that each class period address a discrete objective, and teachers are expected to measure whether students learned it at the end of the period. The authors of Common Core math and NGSS don’t see their disciplines fitting into that structure. “One insight we got is that there’s almost no mathematics worth learning that breaks into lesson-size pieces,” Daro said. “You have a three- or four-week sequence and treat it with coherence. It’s about systems and structures, not small facts and small methods. It’s about how it all works together.” Schweingruber agrees. “Some of these ideas in science are hard to get quickly,” she said. “It took humans hundreds of years, so why would kids figure them out quickly?”

10 October, 2016

This slow-building approach is at odds with some aspects of public education. It’s not uncommon for districts to require that each class period address a discrete objective, and teachers are expected to measure whether students learned it at the end of the period. The authors of Common Core math and NGSS don’t see their disciplines fitting into that structure. “One insight we got is that there’s almost no mathematics worth learning that breaks into lesson-size pieces,” Daro said. “You have a three- or four-week sequence and treat it with coherence. It’s about systems and structures, not small facts and small methods. It’s about how it all works together.” Schweingruber agrees. “Some of these ideas in science are hard to get quickly,” she said. “It took humans hundreds of years, so why would kids figure them out quickly?”

https://www.wired.com/2016/10/meet-new-math-unlike-old-math/