Reply to math curriculum 2.0 -- explaining math strategies

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]Do they accept "I know that 8+2=10 because I have memorized my math facts[/quote]

Do you still draw circles whenever you need add 2 to 8 ? Or do you just know the answer because at some point you have memorized the answer?

Its useful to teach preschoolers or kindergartners the concept of quantity to understand a numerical symbol. Its also useful to teach then how to visually move these quantities back and forth for addition and subtraction. However, once they have this they will end up memorizing the math facts anyway.

There is little value in making a child who understands the concept of addition and subtraction and has already memorized the math facts keep drawing darn circles everywhere. This is boring and repetitive and not deeper. It also does nothing to strengthen the understanding of using that "strategy". The kid is smarter than you and knows its stupid but they have to do it. They are simply executing an assignment in instruction following. [/quote]

IMO, MCPS is missing the "fluency" aspect that Common Core demands.  You are correct that eventually one is supposed to "know" or "memorize" certain steps.  Every time we do long division, we don't justify via place value concepts each move; we just use the algorithm without thinking about why it works.

As a parent, I am extremely concerned that MCPS is focusing on this "deeper understanding" in a way that denies the development of fluency. It would be OK if they emphasized both.  That this is a problem will become more apparent when kids move on to higher math and take the SATs, etc.  They will simply not be able to do the calculations quickly and easily, they will increasingly dislike math and have to spend much more time than is necessary to study/achieve in the upper level subjects.    [/quote]

YES!  Teachers and students are wasting their time on verbal explanations that many simply can't do even though they can do that math.  Why torture children like this?  They know how to solve the problem!  We have had two teachers, on in gr. 4 and one in gr. 6 tell us to practice rote math facts AT HOME because they DON'T HAVE TIME.  That is what is wrong with this picture.  You simply cannot do math without a great deal of frustration if you don't have the math facts down.  In countries where children are actually proficient at math there is a lot more drill.  I guarantee you, drill is far less tedious and less frustrating than having to make up reasons why you know something to be true.  People who can really do math, or at least arithmetic, do it almost at an unconscious level.  To solve problems quickly on standardized tests or simply to get through homework or tackle the actual problem solving you have to be able to do the arithmetic on auto pilot.  There can be great enjoyment in doing math but the verbal explanations make it torturous.  And if a kid who CAN solve the problem has a hard time with it, how is a child who can't solve the problem supposed to answer these verbal questions?  We are teaching kids to lie and make things up and BS their way through their education.  Very sad and damaging.  Parents should be fighting this very hard. [/quote]

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