Math education and the common core. Going deeper, slowly.

[Anonymous]

One of my children has always been placed in lower math groups because of slow calculation. I hope that the common core can force teachers to look at kids differently. DC can answer just about every word problem, but addition and subtraction come slowly.

http://www.theatlantic.com/education/archive/2013/11/the-stereotypes-about-math-that-hold-americans-back/281303/

[Anonymous]

Has he/she memorized math facts?

[Anonymous]

Anonymous wrote:Has he/she memorized math facts?

yes.

[Anonymous]

Anonymous wrote:One of my children has always been placed in lower math groups because of slow calculation. I hope that the common core can force teachers to look at kids differently. DC can answer just about every word problem, but addition and subtraction come slowly.

http://www.theatlantic.com/education/archive/2013/11/the-stereotypes-about-math-that-hold-americans-back/281303/

IEP?

Have you tested your child?

[Anonymous]

DC can answer just about every word problem, but addition and subtraction come slowly.

This doesn't make sense to me. Do you mean he can do it verbally--but not on paper? How can he do word problems if he adds and subtracts slowly?

[Anonymous]

Anonymous wrote:

DC can answer just about every word problem, but addition and subtraction come slowly.

This doesn't make sense to me. Do you mean he can do it verbally--but not on paper? How can he do word problems if he adds and subtracts slowly?

What? Where is it written that word problems must be computed in rapid time? I don't follow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

DC can answer just about every word problem, but addition and subtraction come slowly.

This doesn't make sense to me. Do you mean he can do it verbally--but not on paper? How can he do word problems if he adds and subtracts slowly?

What? Where is it written that word problems must be computed in rapid time? I don't follow.

Most schools are still using calculation speed to determine math ability and placement in math groups.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

DC can answer just about every word problem, but addition and subtraction come slowly.

This doesn't make sense to me. Do you mean he can do it verbally--but not on paper? How can he do word problems if he adds and subtracts slowly?

What? Where is it written that word problems must be computed in rapid time? I don't follow.

Most schools are still using calculation speed to determine math ability and placement in math groups.

And what does that have to do with word problems?. They're two different things. One is rote, one is abstract.

[Anonymous]

OP, my child was always placed in the middle math group because he was not accurate with computation. Now that he is in middle school and they are doing a lot less rote calculation (and are allowed to use calculators for a lot of it) he is finally being instructed in the most advanced class.

[Anonymous]

If word problems are messing him up, make sure it is not a reading problem. I know my son's first grade class is using a 4 box system to help them think through how a word problem is a calculation problem. that might help him get over the hump.

[Anonymous]

She said he could do word problems, and knows his math facts. She also said he computes slowly. If he knows his math facts, that seems illogical.

[Anonymous]

If knowing math facts like times tables isn't the problem, then why the slow computation? Is it procedure? Like problems doing multi-step things like long division? Maybe that's the area that needs focus.

[Anonymous]

Anonymous wrote:She said he could do word problems, and knows his math facts. She also said he computes slowly. If he knows his math facts, that seems illogical.

Maybe the teacher gives timed math tests, and the student only answers half the problems because he works slowly.

[Anonymous]

I once had a professor in a high level calculus class ask us how we computed a pretty easy addition problem in our heads, if we knew it automatic or if we deduced it. We raised are hands. When those of us had our hands up for deducing he muttered these are my students who make computational errors. It was true. We were over thinking. In a way, we were too smart to take the time to memorize--and that will always trip you up.

That is all to say take the time to work on rote memorization of math facts. The automaticity is necessary. It is great to understand the abstract stuff, but you need the tools, too. Being slow will catch up with you.

[Anonymous]

How can you have decent number sense if you cannot memorize the facts?