New Math/Common Core for adhd kids

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. This makes me feel better. It could just be that this year is a shitshow teaching wise. DS was home with a minor cold this week, and logged in by zoom (which 6 kids do every day - they opted out of going in person). So i got to hear how class is operating for the first time. The teacher was running things like a machine, but there wasn't much warm and fuzzy, or room for error - because she was sitting at a computer the whole time teaching almost college style - in order to teach both the in person and at home kids. And realisitcally was having to do/say everything twice (one set of insturctions for at home kids, and one set for in person). I was surprised at how "go go go" the pace was, for some pretty major learning milestones. Even language arts and other stuff was so "go go go" that they weren't stopping to talk about what they were learning - just "okay, cut this out, glue it here, now larlo and larla, you guys read lines 3 and 4, now onto the next activity". It was pretty crazy and hard to imagine taking anything away from a lesson.

So maybe there'll be more room for really understanding and grasping the concepts in a future year..... And maybe i'm just projecting my own confusion over new math onto the situation.

I think parents can end up pretty wrapped around the axle over the "new math." Your kid will almost certainly eventually learn the "old" way, although the terminology used might be different. If it's like ours, they spend a lot of time introducing multiple methods, which are really about developing an understanding of what's happening and why, and different ways of thinking about the problem. A lot of the methods end up being pretty similar to the kind of mental tricks that people use to do math in real life, especially in their heads. And sometimes a method just never clicks with a kid, but that ends up not mattering much because there are other methods.

It can be tough for kids with executive processing issues, because some of the methods are pretty involved, but if he can learn that method well enough to understand the concept, then eventually he will be able to choose the method he wants to use to solve the problems.

This is a great description. For example, if you asked me to multiply 23 times 5 in my head, I wouldn’t start with 5 times 3. I’d do 100+15. Some people would do 125 minus 10. If you asked me to 23x15, I’d start with 230, then divide it in half and add that.