Look at it another way. You train for years. You spend more years, perhaps decades, working in a classroom. You read the research, you know just how hard it is to get kids to understand decimals. You work and work to find the right way for each child to understand this concept that trips up so many.
Then someone else comes along, teaches it badly, and gets lauded for doing wonderful things.
Well, it's true that KA is doing fantastic things, but I also have some reservations about some of the things that are said and done. Elsewhere it's been suggested that work is underway to help others contribute their direct working knowledge to help improve them, and I hope that happens. KA can be improved, should be improved.
Must be improved.
There are places where the way it explains things is in direct contradiction to solid research in pedagogy. I'm sure there are more people being helped by KA than hindered, but I look forward to seeing it acknowledge and absorb modern research.
Then someone else comes along, teaches it badly, and gets lauded for doing wonderful things.
Well, it's true that KA is doing fantastic things, but I also have some reservations about some of the things that are said and done. Elsewhere it's been suggested that work is underway to help others contribute their direct working knowledge to help improve them, and I hope that happens. KA can be improved, should be improved.
Must be improved.
There are places where the way it explains things is in direct contradiction to solid research in pedagogy. I'm sure there are more people being helped by KA than hindered, but I look forward to seeing it acknowledge and absorb modern research.