Прочитайте текст и выберите утверждение соответствующее содержанию текста This school year nearly ha...: ответ на тест 606737 - Английский язык

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This school year, nearly half of all American elementary students are expected to learn math the way children do at Fernangeles Elementary: not in neat rows of desks, repeating times tables and memorizing theorems, but through trial-and-error problem solving, often in groups with little direct instruction and almost always with a calculator nearby. Advocates call it “interactive” or “inventive” math and insist that it sets American schoolchildren on the way to becoming “mathematically powerful”.

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This school year, nearly half of all American elementary students are expected to learn math the way children do at Fernangeles Elementary: not in neat rows of desks, repeating times tables and memorizing theorems, but through trial-and-error problem solving, often in groups with little direct instruction and almost always with a calculator nearby. Advocates call it “interactive” or “inventive” math and insist that it sets American schoolchildren on the way to becoming “mathematically powerful”.

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It all started in 1989, when the National Council of Teachers of Mathematics, in response to the consistently poor math scores of U.S. children, issued new standards overhauling math education. Out went the stalwarts of traditional math: the rote memorization drills, the droning chalkboard lectures. In came the cool stuff: calculators, open-ended problems, exercises that encourage kids to discover their own route to the right answer.

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The most convincing defense of new whole math would be evidence that it works. In a few states that have emphasized new-new math, such as Connecticut, there are early indicators of improved student performance. Critics in California, on the other hand, point to test scores in cities like Santa Barbara and Palo Alto that show at least temporary dropoffs after new math has been introduced.

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Speakers of European languages expect that their verbs will always tell them something about time, that there will be a relation between tense and time, and that we shall have at least a future, a present and a past tense referring to a future, a present and a past time. But there is no natural law that says that a verb in any language shall be concerned with time. Indeed there are plenty of languages in which time relations are not marked at all and there are some languages which are concerned with spatial rather than temporal relations. Even in languages where time seems to be dealt with in the verb it is not always a simple matter of present, past and future.

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English does not handle present, past and future as a trio in the category of tense; we shall not be referring to future tense at all in spite of having past and present tenses. In English the verb may indicate that an action took place in a period preceding, but continuing right up to, the present moment, as well as simply in the past. In other languages such as Slavonic languages, what is important is whether or not the action has been completed. “I read a book last night” will be translated into Russian in two different ways - depending upon whether or not I finished the book.