Many Paths to an Endpoint

When I was in university, I had a professor for a geometry course that all math teachers were required to take.  I found it interesting at the time that he was a professor that students seems to really like or really dislike, in terms of teaching style.  At the time, I chalked it up to his habit of bringing in ideas and skills from related courses, and the lack of good mathematical understanding by some students, which, I thought, should allow them to integrate the different areas of mathematics. 

Why Multiplication Tables?

Although BatBoy has taken it upon himself to know exponents of 2 and SpiderGirl has been accumlating multiplication facts for some time, I can't imagine why anyone without foreknowledge of the power of memorized multiplication tables would bother sitting down to memorize 145 multiplication facts.  That's right:  the power of memorized multiplication tables.  Having multiplication facts in your head, retrievable at a moment's notice, is incredibly powerful, mathematically speaking.

Timed Drills and Flashcards

Yesterday, a friend called me asking about supporting her son through timed addition drills in his first grade class. Now, I have been a longtime proponent of timed drills, but the idea of this particular situation didn't sit well with me and I could not figure out why. My friend was exceedingly patient as I rambled on exploring the reasons behind my intuition long after I had answered her question. Still, it bugged me. Despite a nagging feeling that my inner protest comes partially from a dislike of this teacher's overall style, I believe that there are some solid reasons I would not drill a six year old in addition facts.

Integers Before Subtraction?

The learning consultant to whom I report SpiderGirl's learning activities seemed rather impressed that she was learning about integers in Kindergarten.  It's understandable, I suppose, given that integers usually aren't broached until middle school here.  After all, I haven't told anyone else, lest they think I am "pushing" her.

I offered the concept upon request for something new in math to explore.  We had already introduced simple fractions.  This seemed to be the next logical concept to introduce.  Yet, SpiderGirl hadn't yet mastered subtraction or time or grouping.  What would make me think of such a thing?

Was there method to my madness?

Why I Unschool Math

There are people that insist that math can't be unschooled.  Everything else can, but math must follow a curriculum.  I don't agree.  I have seen the math curriculum here in B.C. change so often that teachers begin to suspect it's simply a way of making more work for them.  The curriculum setters move topics around, up and down the grade levels, splitting them up, mashing them together.  Yeah, the curriculum is pretty fluid.

Then there are people who say that math is everywhere and, left alone, children can't help but learn math.  I don't totally agree with that either.  We need to support math learning in the same way we support language learning.  Children need to see math being used on a daily basis; they need to share math with a loved one; they need the opportunity to practice, make mistakes, and get feedback.