>chinese elementary students are already learning algebrais the west doomed?
>>16881908These sorts of problems can be solved, and in younger years are taught, without algebra.It's 150. You dont even need to know how tall the turtle or cat are.
>>16881913how many american/canadian/european 4th graders (or equivalent) could solve this problem?i would guess less than 10%
Is that an African Turtle or a European Turtle?
>>16881915You're probably correct. But every single one of them could be taught to follow the braindead procedure: add heights together and take half.Here's the thing about the Chinese: They "teach" by grinding braindead procedures that work for special cases to generate the appearance of efficiency when these kids are just repeating what they know from memory.This video, and the fact that you're expected to be impressed by it, is a shining example of "simulated understanding through parlor tricks."https://m.youtube.com/shorts/9hJACF8w8dI
>>16881922There's definitely problems with Western math and science education, but yeah it's still superior to the Eastern approach of just rote memorization of algorithms. They Chinese education system's official name for its pedagogy literally translates as 'rote memorization to the point of death' as is frequently pointed to as the reason why China relies so heavily on espionage for advancement; their education system rewards mindlessly copying, duplicating, and memorizing over creative and critical thinking.
>>16881922I don't even understand what happened here
>>16881908>is the west doomed?Yes, because instead of encouraging children to think, Western bugmen want to compete against Chinese bugmen at training children to do mindless symbol manipulation.
>>16881938>There's definitely problems with Western math and science education, but yeah it's still superior to the Eastern approach of just rote memorization of algorithmsWestern "education" IS just rote memorization of algorithms with tranny rights and nigger worship month interjections.
>>16881939>western approach>well, let's break this up: 7 and 4 is 28, 90 and 7 is the same as 10 and 9 and 7 which is 10 and 63 which is 630. 90 and 4 is the same as 10 and 9 and 4 which is 10 and 36 which is 360. 90 and 90 is 10 and 10 and 9 and 9 which is 100 and 81 which is 8100. 630 plus 360 is 990. 8100 plus 990 is 9000 plus 90 which is 9090. 9090 plus 28 is 9118.>>that takes a lot of extra steps, but i can clearly see how each piece fits together and where i could omit explicitly writing down steps in the future. and i can understand how this method can be applied to more difficult problems.>eastern approach>YOU MUHTIPRY 97 BY 94! 97 IS TREE RESS DAN 100 AN 94 IS SIKSU RESS DAN 100, SO DAT 9000 PRUS 100 PRUS TREE TIMESU SIKSU! SO IS 9118!!>>will this work on othe--->NO! YOU REARN NEW MEFOD FOR OTHA PROBREMS!!>>okay... but why--->YOU NO ASK QUESTION!! DO MAF!!
>>16881939That's the best part: neither does she!On a more serious note, it really is just a parlor trick that only works when the numbers are both close to 100.Subtract 100 from each number respectively, then multiply those numbers together. That's where the 18 comes from.Subtract one of the original numbers from the difference generated by taking the other from 100 and you get the leading two digits.100-97=3100-94=63×6=1897-6=919118 is your final answer.>>16881943Compared to the Chinese, lol. Fuck no.You could resurrect Newton from his grave and he'd be able to figure out what the girl on the left is doing. If anything, he'd be impressed with how math notation has developed in his absence.Show him the girl on the right and, even if he could eventually parse out what's happening, he'd just be annoyed that these kids are being taught cheap tricks rather than anything resembling a deeper understanding.
>>1688195199% of Western school kids (or adults, for that matter) couldn't explain to you what a number even is or how they know 2+2=4. The claim that they understand multiplication is absurd. They literally only "understand" it as a digit-shuffling algorithm.
>>16881955>b-but c-c-compare to c-c-chinese!!!I can always tell when I'm talking to a subhuman Americoon animal. See >>16881957.Protip: the next step in your programming is to accuse me of being a brown mongrel (like a good chunk of your own family tree).
>>16881960This is a thread about Chinese vs Western education, as explicitly discussed in the OP.>b-but why are you comparing western education to the Chinese?Because that is the topic of the thread.And just to cover our bases:1989 Tiananmen Square protests and massacre.1989年天安门广场抗议和屠杀
>>16881957>. The claim that they understand multiplication is absurd. They literally only "understand" it as a digit-shuffling algorithm.And if you need any proof of that, ask one to do multiplication in base 3 or something. None of them have any idea what "base 3" means, naturally, because they have no idea what a number is, let alone what a number system is. So tell them to imagine they had only 3 digits instead of the normal 10. See how many of them can apply their "knowledge" with this insignificant alteration.
>>16881943>>16881957Maybe it's this way in fucking San Fran or Baltimore or Jew York, but in the other 99% of the country, teachers are teaching the same material and the same pedagogies that have worked for decades. I visited my sister's family for Thanksgiving and helped my niece and nephew with their homework and it's the same material and methods I was learning in grade school in the 90s.
>>16881963>americoon public school token soupDon't care. See >>16881957 and >>16881964. I don't see a reason to engage with your mindless "comparisons" because it is absolutely clear that your bugmen don't understand mathematics any more than their bugmen do regardless of who uses what method to multiply.
>>16881957Americans, and presumably the rest of the Western world, are taught both the area theory and repeated addition of multiplcation. Our first introduction to multiplcation is literally on the lines of "if you have 3 bags that each have 5 apples, how many apples to you have?"Yes. Westerners, even the most melanated among them, understand how multiplcation works.
>>16881964In fairness, outside of base 2 and base e, there's very few contexts where non base-10 math is relevant for most people. I recall us briefly covering base conversions in like 5th grade, and then the next time it came up was binary conversions in my programming class in high school.
>>16881965>teachers are teaching the same material and the same pedagogies that have worked for decades.Worked for decades to produce dumb subhumans like you. Like every generation of Americoon golems, you are bemoaning the direct consequences of yesterday's "golden age" because just like a nigger, you have no concept of cause and effect.
>>16881968>Americans, and presumably the rest of the Western world, are taught both the area theory and repeated addition of multiplcation. >Yes. Westerners, even the most melanated among them, understand how multiplcation works.Jfc.
>>16881964You autistically screeching about shifting bases is irrelevant. Most children here would be able to work it out if they were vaguely exposed to the concept.
>>16881970动态网自由门 天安門 天安门 法輪功 李洪志 Free Tibet 六四天安門事件 The Tiananmen Square protests of 1989 天安門大屠殺 The Tiananmen Square Massacre 反右派鬥爭 The Anti-Rightist Struggle 大躍進政策 The Great Leap Forward 文化大革命 The Great Proletarian Cultural Revolution 人權 Human Rights 民運 Democratization 自由 Freedom 獨立 Independence 多黨制 Multi-party system 台灣 臺灣 Taiwan Formosa 中華民國 Republic of China 西藏 土伯特 唐古特 Tibet 達賴喇嘛 Dalai Lama 法輪功 Falun Dafa 新疆維吾爾自治區 The Xinjiang Uyghur Autonomous Region 諾貝爾和平獎 Nobel Peace Prize 劉暁波 Liu Xiaobo 民主 言論 思想 反共 反革命 抗議 運動 騷亂 暴亂 騷擾 擾亂 抗暴 平反 維權 示威游行 李洪志 法輪大法 大法弟子 強制斷種 強制堕胎 民族淨化 人體實驗 肅清 胡耀邦 趙紫陽 魏京生 王丹 還政於民 和平演變 激流中國 北京之春 大紀元時報 九評論共産黨 獨裁 專制 壓制 統一 監視 鎮壓 迫害 侵略 掠奪 破壞 拷問 屠殺 活摘器官 誘拐 買賣人口 遊進 走私 毒品 賣淫 春畫 賭博 六合彩 天安門 天安门 法輪功 李洪志 Winnie the Pooh 劉曉波动态网自由门
>>16881972>gets btfo'd >pretends to be winningYou're not a chink or you'd have your internet connection cut by now. But you sure are fucking retarded.
>>16881969>I recall us briefly covering base conversions in like 5th gradeGood for you. A good chunk of "Westerners" (although to be fair most of them seem to be from one specific country) can barely read, let alone do base conversions. In any case, it sounds like you got filtered by my point. If you actually understand the decimal number system and a general multiplication algorithm (instead of following memorized rules like a trained monkey) you can figure out how to do it in a base smaller than 10 at least in principle, even if it takes you longer to get it done due to lack of familiarity.
>>16881975You've made it clear you don't understand what multiplication is. Can you tell me what a number is? Is your blood pressure rising because you know that I know that you had to ask ShartGPT?
>>16881980If you're gonna go on some faggotry about some abstract meaning of these well understood terms, it's not gonna make you look smart. It's just making you out to be a pedant.Multiplcation IS repeated addition. That's what the concept of multiplcation was invented to describe. Any other definition is either downstream of this or pure sophistry.A number is a representation of a quantity. If you have 3 apples, the concept of "3" represents how many apples there are.
>>16881986>Multiplcation IS repeated additionYou are literally this meme.>A number is a representation of a quantityWhat's a quantity, then?
>>16881987wow, anon called that shitdude's just trolling at this point
>>16881989You're seething because you literally do not understand concepts like 'number' or 'multiplication'.
>>16881991Okay, whatever you say, anon.
>>16882001Nevermind what I say. The focus here is on what you say. How do you know 2+2=4?
>>16882004>Nevermind what I say.Okay, done.
>>16882005So you couldn't tell me what a number is, you couldn't tell me how you know 2+2=4 and you can't explain what multiplication is ("repeated addition" to you, because you've never progressed beyond counting apples; I'll spare myself from your attempt to explain what you think addition is). So how was I wrong? I said you don't know these thing and you've demonstrated my point.
>>16881955so for 1 * 1 it's>100 - 1 = 99>100 - 1 = 99>99 x 99 = 9801 (we'll ignore that it gets into a loop because you'd have to do the above 2 steps)>1 - 99 = -98>-989801 is your final answer
>>16882009so what? the chinese don't know, either
>>1688193997*94 = (100 – 3)*(100 – 6) = 100^2 – (3 + 6)*100 + 3*6 = 100^2 – 9*100 + 18 = 10000 – 900 + 18 = 9100 + 18
>>16881987>What's a quantity, then?How many of a thing there is.>>16882004>How do you know 2+2=4?If I have 2 apples, then I get 2 more apples, I could count the amount of apples there are and find that I have 4 of them. I can repeat this experiment with pennies or tulips or even pizzas if I was hard pressed. Kindergarten taught me well.
>>16881939The 6 is lecturing the embarrassed 3 about 9ing.
>>16882018>How many of a thing there is.Literally never progressed beyond counting apples. Probably doesn't even occur to him what the problem is. Why waste public funds "teaching" these golems anything?>If I have 2 apples, then I get 2 more apples, I could count the amount of apples there are and find that I have 4 of themJfc. A chink couldn't pull off a better false flag if he tried.
>>16881908>>16881913how do you solve this though????
>>16882021Alright, then provide an example where a quantity does not represent how much of a thing you have.Protip: "thing" can include abstract concepts like angles, forces, dimensionality etc.
>>16882017that isn't what she did according to >>16881955she did>x * y = str(x - (100-y)) + str((100-x) * (100-y))you can probably figure out some limitations of thati threw that formula into excel and for [math]x, y \in [91,99][/math] it works, but starts breaking down rapidly after that (95% if y = 90, 21% if y = 80, down to 5% if y = 63)for all numbers under 100, it only works for 6% of them
>>16882028with math: system of equations>table + cat - turtle = 170cm>table + turtle - cat = 130cm>table + table + cat - turtle + turtle - cat = 300cm>2 table = 300cm>table = 150cmwithout math you can do pic related. overlap the cats (since it's in one and not the other). then you have the top of one turtle to the top of the next turtle is 300cm. shift the turtles one down and you get 2 tables = 300cm, or one table = 150cm
>>16882030I see you realized at least part of your mistake.
>>16882032Like I said, what the girl did is the chrap parlor trick. The anon you're responding to is explaining why the cheap trick works in that special case and how to generalize it so it always works.But, just looking at what the girl is doing and how she's expressing it, she's clearly just following the parlor trick procedure.
>>16882041No mistake was made. Now complete the assignment: provide a counter example
>>16881908A: cat+table=170+turtleB: turtle+table=130+catA-B: cat-turtle=40+turtle-cat=>C:cat=20+turtleA-C:table=150
>>16882032Yeah, but that's what I did.And how I would do it.I'm not concerned with how others do things.
>>16882044>No mistake was made.Then why did you change your claim? I accept your concession and see no need to argue any further with any member of your subhuman and nonwhite race.
>>16882047I never changed my claim.A quantity is how much of a thing you have. I felt the need to explicitly spell out that abstract concepts are, indeed, things because I gathered, apparently correctly, that you are too liw IQ to grasp that fact on your own.>still can't find a counter example.You're not even making a concession here. You're ceding the core point.
700 hours in paint3d
>>16882049>I never changed my claim.>>16882030>how much of a thing>>16882018>How many of a thing There's no need to discuss why your second attempt is wrong. You've already exposed yourself the human equivalent of an anal parasite.
>>16882051What's a quantity?
>>16882052>getting a leaky clitty over "how much" vs "how many"Nigga...
>>16882053how many/much of a thing you have
>>16882054There are two main possibilities:1. You're so profoundly retarded you didn't get why I mocked you with the "counting apples" thing. You just changed it to "how much" in your next post at random, because you're functionally illiterate and think both phrases mean the same thing.2. You're moderately retarded, realized your error after having your nose rubbed in it and now you're desperately trying to safe face.It doesn't matter which one it is, ultimately, because both your attempts are obviously wrong and every post of yours just proves my point that you're a nation of imbeciles, in no way better than chinks.
>>16882062>think both phrases mean the same thing.They essentially do. The only difference is "how many" specifies a unit.>how many pounds does this weigh?>how many kilometers is this long?>how many Newtons are being imparted?"How much" is less specific>how much does this weigh?>how length does this have?>how much force is being imparted?The distinction is purely linguistic. That you think there is any meaningful distinction between the two in the context of this conversation just indicates you're a wordbrain.*btw: "how many" is technically the more accurate one as the quantity depends on the units chosen.
>>16882065Your post tells me one thing: the American ruling class is morally in the right doing whatever it wants to you and the soulless, mindless golems that are your spawns. You're not actual people. Doing anything to your bodies is ok. :^)
>>16882066Why? Because we're correct?
>>16882067Reminder that it's inherently impossible to commit any kind of crime against your race. You use the word 'kill' to refer to the disposal of small vermin the word 'murder' when your handlers dispose of larger vermin like you, but the distinction is purely linguistic. If I passed by your soulless meat husk dying on the street and it was making noises to the effect of begging for help, I'd carry on without a second thought and forget about you 2 seconds later.
>>16882071It's easy to just admit you were mistaken about something. Much easier than seething about your superiors as if your bizarre fantasies will make you feel any better about your mediocrity.
>>16882087I mean every word I wrote fully and literally. Reading your post, I can't help but imagine retarded noises coming out of a filthy animal's maw. Your mindless outputs just don't matter.
>>16882087he's not mistaken, you're just completely retarded. "how many?" presupposes an answer in the naturals. "how much?" presupposes one in the positive reals. and... uh... oh, yeah, "what's a quantity?" presupposes an answer in terms of "linguistic distinctions"
you don't really need "algebra" to solve it
>>16882105>how many?" presupposes an answer in the naturals. "how much?" presupposes one in the positive reals.False. If I asked "how many apples do you have" then 2 and a half would be an acceptable answer.
>>16882113like i said, you're completely retaarded
>>16881908why not just measure the table
>>16882114>gets proven wrong on every level>"y-you're a retard!"Classic.
They are not.
>this nigga don't know what "quantity" means
doesn't seem very useful
>>16881951>>16881939>near eastern approach>97 x 94>1,94>2,188>4,376>8,752>16,1504>32,3008>64,6016>97 = 64 + 32 + 1>97 X 94 = 6016 + 3008 + 94 = 9024 + 94 = 9118
>>16881908T + c - t = 170T + t - c = 130(sum both equations)2T = 300 => T = 150>>16881939(100 - 3) x (100 - 6)10000 - 300 - 600 + 18 = 9000 + 18
>>16882202watch the video. that isn't what she did. she>gets 3 and 6 (probably subtracting the operands from 100)>draws a line and what appears to be a subtraction symbol between the 97 and 6>writes down 91>draws a line between the 3 and 6, with "x" underneath>writes down 18 at the endso it seems to be what >>16881955 saidand as seen in >>16882187, it doesn't work for most numbers, even natural numbers under 100
>>16882053Mass, boii
is it algebra just because it can be solved algebraically?if you sum the two you get the height of the cat the height of the turtle and two lengths close to the table respectively missing and over measuring the height of one and the other.Thus it's obvious that the total sum is twice that fo the table.That it is to say two tables are 300cm so one is 150.That is how I would explain it to a child without the need of algebra.
>>16881908American hereDid anyone else's curriculum teach algebra in elementary, but for some reason instead of x's they had chess pawns?For some reason they thought pawns were easier to understandI remember my teacher had a scale and they would work out the equations with pawns and blocks representing numbers I thinkAnd instead of solving for x she would balance the scaleIts one of those things where I don't see how anyone thought it would be easier to understand than regular algebra
Stack the left side image on top of the turtle on the right side image, so the whole thing starts from the bottom of one cat and ends at the top of the other cat. Working with those lengths 170 and 130, subtract one cat from the top and add one cat to the bottom, do the same also with the turtle and you are left with two tables being equal to 170+130. One table is then (170+130)/2.
>>16882053something that can be increased or diminished a synonym is a magnitude.just how stupid are you?american mathematical education is tragic, bro doesn't even know what a quantity is.
>>16882335The retard asking the question is almost certainly some sort of foreign type given his autistic screaching about Americans ITT.
>>16881913u get zero credit as u show zero work
>>16882120>gets proven wrong on every level>desperately bickers about irrelevancieshow many brain cells do you have? probably minus pi or something. maybe even an imaginary number. regardless of your objection it's obvious that neither question captures the entire breadth of numbers. seethe harder
>>16882335>something that can be increased or diminishedyou've just diminished my respect for you. doesn't make it a quantity
>>16882004Natural numbers defined inductively: zero or succ(n) on a natural number. We can shorthand zero = 0, succ(0) = 1, succ(succ(0)) = 2, 3, 4, 5, etcAddition is defined using recursion:add 0 y = yadd succ(x) y = succ (add x y)From the definition, any number x is will eventually be unwrapped into 0 and the recursion stops.Now 2 + 2 = add 2 2 = add succ(succ(0)) succ(succ(0)) = succ( add succ(0) succ(succ(0))) = succ(succ(add 0 succ(succ(0))) = succ(succ(succ(succ(0)))) is a natural number denoted by 4. Therefore 2 + 2 = 4.
>>16882018>If I have 2 apples, then I get 2 more apples
>>16882426Formerly Chuck's.
>>16881908C + T - R = 170R + T - C = 1302T = 300T = 150 cm
>>16881957Nigger, youre claiming people are too retarded to calculate the space of their living room. 13% of america are african, not 90%.
>>16882500> 13% of america are african, not 90%.First of all, nowhere in my post did I use the word 'America'. I said "West" and you are not a part of it as far as any sane European is concerned. Secondly, as your post demonstrates, American quadroons and octoroons like you, which do make up a good 90% of the population there, are too retarded for basic reading comprehension. Nothing in your post is congruent with mine. You can calculate the space in your living room by mindlessly following computation rules, without understanding anything. More likely, "people" like you just calculate it on their tardphone or ask ShatGPT.
>>16882369>makes a seethpost >accuses the guy shitting on him of seething.I have thoroughly demonstrated my point throughout this thread and all you can do is cry. It would be sad if it weren't so funny.
>>16882514you have thoroughly demonstrated that your retardation can manifest as a multi-layer cake of delusions. bravo. but you forgot to tell me how many (desiccated) brain cells you have. it would help demonstrate your point ever harder
>>16882531I can't count that high. Sorry.
>>16881939If we're going to use clever tricks, I like this one better.
>>16881915What percentage of Chinese student could solve it? Not what percentage of Chinese students in select schools, in select areas, from select families but what percentage of all Chinese children of the proper age for grade four?You have no clue as to the answer nor do you care because this thread wasn't made in good faith, it was made to harvest dopamine to sooth your loneliness during a time of year when well adjusted people are happily spending time with their families and you're spending your time creating chaos around yourself to disguise the chaos within. Your real question should be what percentage of Chinese are part of loving families and why can't you have what comes so easily to the Chinese.
>>16882667>Your real question should be what percentage of Chinese are part of loving familiesHm. So, what percentage of Chinese are part of loving families?
>>16882667>What percentage of Chinese student could solve it? Not what percentage of Chinese students in select schools, in select areas, from select families but what percentage of all Chinese children of the proper age for grade four?95%
>>16882202>T + c - t = 170>T + t - c = 130>(sum both equations)>2T = 300 => T = 150That's how I solved it.>>16882481>C + T - R = 170>R + T - C = 130>2T = 300>T = 150 cmThat's almost how I solved it.
>>16881908Cat + Table - Turtle = 170Turtle + Table - Cat = 130Thus 2* Table = 300. Table = 150.
>>16882188Works well for writing. Clever
>>16882038The problem with overlapping the tables is that the method is not generalizable unlike writing down linear equations and performing reduction. >>16882111It's the same thing for this too. No point even bothering with these parlor tricks that work in very special cases. The point of mathematics education should be to teach and look for generalizable methods.
>>16883486>The point of mathematics education should be to teach and look for generalizable methods.The point of teaching math is to teach math, not to teach methods.
>>16882300It's meant to give you a physical analogy, using weights to balance an equation. The only problem is that a lot of math and physics lacks any analogy once you leave high school, and you are forced to use tools like different algebras to solve anything.
