Anonymous wrote:As for the teacher not liking borrowing vs. regrouping, it's kind of odd, it's the same thing.

I'm a math major and I taught my kids using the classic method. I just told them that when they get to it in school, just adapt to whatever language they want to use. If the term is confusing them, they don't understand, call it whatever you want. Contrary to DCUM wisdom, repetition works very well with basic math facts.

The "classic" method (borrowing/carrying) is a magic formula. Do this, do that, get the right answer. And getting the right answer is good! But the students also need to understand why and how the standard algorithm works. And no, for most students, this understanding does not come naturally through repetition. It has to be explicitly taught.

I've never read anybody on DCUM arguing against repetition to learn basic math facts.

I don't see how hours at the copy machine is cheaper.
Because you don't pay a teacher more just because she is doing more work.

You do realize that paper, ink, and maintenance on the copy machines is not free, right?

I can't speak for elementary math textbooks but our child's online textbooks in older elementary and middle school were absolutely "free." The school system pays for the online access to the textbook

That is not "free". Saying that the online version is cheaper is not true. The taxpayers are paying more for online because the fee is every year.

Anonymous wrote:

I have talked to a previous teacher about this, and the teacher agreed completely and hates the worksheets (and endless hours at the copy machine).

I don't see how hours at the copy machine is cheaper.

Because you don't pay a teacher more just because she is doing more work.

Anonymous wrote:

Textbooks are inefficient and expensive, especially when compared to online resources.

I understand that, but math is a bit different from a class like science or history (where changes occur and the book needs updating). A textbook gives people a compact "go to" resource that doesn't require internet service and where you can page back to previous lessons quickly. Online resources are scattered and can actually take more time to access. The textbook allows people to "see" the direction of the curriculum quickly and efficiently. I don't get the "inefficient" comment.

I think that online textbooks are not "free".

I can't speak for elementary math textbooks but our child's online textbooks in older elementary and middle school were absolutely "free." The school system pays for the online access to the textbook web sites and we and our kid just use the password given to us by the teacher. My child's algebra 1 textbook last year was all online and very useful. As for "paging back to previous lessons quickly" and looking ahead to the rest of the curriculum, that's all doable online--just page through as you do with a textbook. Yes, there is the issue of kids without Internet access at home, but that is a problem larger than just online access for textbooks, and in our schools at least, the school finds out at the start of the year if a family has access issues and works with that.

Anonymous wrote:OP, I posted a similar vent 3 years ago, I totally hear you. I believe the schools are trying to save money. Having a textbook is so nice because yes, everything is explained, that is the point of the text book, THEN there are problems relating to the lesson learned. Instead we just get the problems to solve and no lesson to go with it, it is very frustrating. I have talked to a previous teacher about this, and the teacher agreed completely and hates the worksheets (and endless hours at the copy machine). However, I don't see the schools changing any time soon.

I agree with this. I've gotten used to googling the math problem when my kid didn't understand. But really, it's so dumb to have to do that. There should be a book that we can just reference.

As for the teacher not liking borrowing vs. regrouping, it's kind of odd, it's the same thing.

I'm a math major and I taught my kids using the classic method. I just told them that when they get to it in school, just adapt to whatever language they want to use. If the term is confusing them, they don't understand, call it whatever you want. Contrary to DCUM wisdom, repetition works very well with basic math facts.

I have talked to a previous teacher about this, and the teacher agreed completely and hates the worksheets (and endless hours at the copy machine).

I don't see how hours at the copy machine is cheaper.

Textbooks are inefficient and expensive, especially when compared to online resources.

I understand that, but math is a bit different from a class like science or history (where changes occur and the book needs updating). A textbook gives people a compact "go to" resource that doesn't require internet service and where you can page back to previous lessons quickly. Online resources are scattered and can actually take more time to access. The textbook allows people to "see" the direction of the curriculum quickly and efficiently. I don't get the "inefficient" comment.

I think that online textbooks are not "free".

I might suggest a series of books - Math On Call, Math to Know, Math at Hand - great books that help explain concepts to students and parents.

http://www.amazon.com/Math-Call-Handbook-Softcover-Grades/dp/0669508195

I know that it is tough for parents when there is no textbook to help explain concepts. I think these books should be available at every school book sale.

OP, I posted a similar vent 3 years ago, I totally hear you. I believe the schools are trying to save money. Having a textbook is so nice because yes, everything is explained, that is the point of the text book, THEN there are problems relating to the lesson learned. Instead we just get the problems to solve and no lesson to go with it, it is very frustrating. I have talked to a previous teacher about this, and the teacher agreed completely and hates the worksheets (and endless hours at the copy machine). However, I don't see the schools changing any time soon.

OP, sounds like your issue is really with the math specifically more than textbooks in general--?

I've read about schools (not necessarily here, but in general) starting "math for parents" one-time workshops where parents can come and be shown the techniques the teachers will use with their kids, so the parents are using the same terms as the teachers throughout the year. Sounds like a great idea. It's too late for this school year, but why don't you work with the third grade math teachers and maybe the PTA to set this up for next year at the beginning of the year? Be proactive. And it would get you on teachers' radar in a positive way.

Also, heed the idea above about asking the teacher for online resources. Not sure about second grade where your kid is now, but by about fourth grade my kid's history and science textbooks were available via online accounts we could access from home using passwords the school provided. Easy to go in and get whatever was needed. If there is a math textbook (and there may not be one online for this class), see if it's available through an account that parents can access.

Teachers often give out all that sort of information at the start of the school year then do not repeat it, so maybe check, if you still have them, any papers that came home early in the year. It'd be faster, though, just to shoot the teacher an e-mail about it.

Textbooks are inefficient and expensive, especially when compared to online resources.

Anonymous wrote:Just a vent, but I wish the kids would get textbooks or other instructional materials that could come home. Yesterday we got a guidance note from the school saying "hey, when helping your kid with math, don't say x, say y". The first two were fairly common sense, but the third was "don't talk about carrying and borrowing, talk about grouping and regrouping" . I honestly have no idea beyond the theoretical of what that means and how they've explained the mechanics of that concept to a seven year old.

I'm all in favor of being consistent with what the kids are being taught in schools, but how am I supposed to do that if I don't know what that is? Even in my day the worksheets used to have some instructions/exemplars at the top. And what's really frustrating is when I use the terms the teacher wants, he has no idea, but when I say "do it this way, carry the one" it's like a lightbulb goes off and he gets it.

Dear Child's Teacher,

Could you please refer me to some good websites that will help me reinforce what Child is learning in school?

Thank you very much!

Sincerely,

OP

Just a vent, but I wish the kids would get textbooks or other instructional materials that could come home. Yesterday we got a guidance note from the school saying "hey, when helping your kid with math, don't say x, say y". The first two were fairly common sense, but the third was "don't talk about carrying and borrowing, talk about grouping and regrouping" . I honestly have no idea beyond the theoretical of what that means and how they've explained the mechanics of that concept to a seven year old.

I'm all in favor of being consistent with what the kids are being taught in schools, but how am I supposed to do that if I don't know what that is? Even in my day the worksheets used to have some instructions/exemplars at the top. And what's really frustrating is when I use the terms the teacher wants, he has no idea, but when I say "do it this way, carry the one" it's like a lightbulb goes off and he gets it.