ð“ð¡ðž ð¥ð¨ð§ð ðžð« ð°ðž ððžð¥ðšð² ðšððð«ðžð¬ð¬ð¢ð§ð ð¨ð®ð« ðœð¡ð¢ð¥ð’ð¬ ð®ð§ðŸð¢ð§ð¢ð¬ð¡ðžð ð¥ðžðšð«ð§ð¢ð§ð ðŸð«ð¨ð¦ ð©ð«ð¢ð¨ð« ð¬ðœð¡ð¨ð¨ð¥ð²ðžðšð«ð¬, ðð¡ðž ð°ð¢ððžð« ðð¡ðž ð¥ðžðšð«ð§ð¢ð§ð ð ðšð©ð¬, ðšð§ð ðð¡ðž ð¥ð¨ð°ðžð« ðð¡ðžð¢ð« ð©ðžð«ðŸð¨ð«ð¦ðšð§ðœðž ðšð ðð¡ðžð¢ð« ðœð®ð«ð«ðžð§ð ð ð«ðšððž ð¥ðžð¯ðžð¥.
When a 6th-grade student is taught 6th-grade material, some of those skills will be learned and some will go “unlearned” for a variety of reasons (e.g., lack of predecessor knowledge, uneven teacher quality, student absences). The next year, as the focus of accountability shifts to the 7th-grade assessment, the unlearned skills from 6th grade remain unaddressed, even though those skills may be essential to mastering 7th-grade content. By 8th grade, even more learning gaps accumulate so that by the time a student enters high school, the student is simply unprepared for more advanced mathematical topics.
