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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

It works for some kids, and is an abysmal failure for many others, who need the concrete before the abstract. [/quote]

So you would claim that 25 x 5 = 100, or 5 + 5 = 10 is more "concrete" than distributing 100 pieces of candy to 25 people (or drawing a picture of doing so)?

The whole point of 5 + 5 = 10 is that it is a symbolic (abstract) language that is shorthand for the concrete (10 actual things).

I think your issue is that you're scared of word problems. Children don't see them as word problems. They see them like stories, and the pictures help them to understand the math involved.[/quote]

Hmm.  It may not be too hard for 2nd graders but it's too hard for some DCUMers.[/quote]

Seriously! Did no one else get that the PP wrote 25X5 = 100? I am not scared of my kid doing word problems, I am scared of my kid being given poorly written math word problems. The first example of 100 candies, everyone wants 5, and there are 25 people is a poorly written question. You have to establish that the candy has to be shared equally or it isn't a division problem. The poorly written math curriculum that comes home is a joke. I have to buy Singapore math books (from Marshall Cavendish publishers) so my kids will really learn math as well as kids in other parts of the world. [/quote]

If everyone wants 5, and there are 25 kids but only 100 pieces of candy, nobody's getting any candy, because I'm not listening to 25 kids bitching that they only got 4 pieces. [/quote]

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