I remember my parents talking about the younger 2 or 3 of us 5 kids being taught differently than the way they had been taught and differently than even how my older siblings had been taught. Dad talked with teachers and figured out how they were doing things so he could help teach the way the school wanted things done. He often showed us alternative ways as well.
Having to show how they got the answer isn't all bad. It shows that they understand how to do the math, not just rely on electronics to do it for them. At some point they need to let the kids do the math in their heads though. When my youngest son was working on his masters a professor insisted he show his work. Son was not happy as that slowed him down, and let the prof know what he thought about it. Before the final exam he asked if there would be any deductions for not showing his work. Prof said as long as they didn't use electronics there would be no deductions for not showing the work. My son completed the final in under 8 minutes. Prof said that was impressive. The kid said aced it too. Which he did. The prof was stuck in a fifth grade mindset. Too worried that the students didn't know the basics, which is fine if you're a fifth grade teacher but he was teaching grad level students.
Special needs makes things especially tough. My sis was a special needs teacher. The teachers sometimes tailored the program to fit the individual students. Administration doesn't like that as they don't have control, but it can be effective.
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Today's Featured Article - Restoration Story: Fordson Major - by Anthony West. George bought his Fordson Major from a an implement sale about 18 years ago for £200.00 (UK). There is no known history regarding its origins or what service it had done, but the following work was undertaken alone to bring it up to show standard. From the engine number, it was found that this Major was produced late 1946. It was almost complete but had various parts that would definitely need replacing.
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