July 16, 2012, 3:02 pm
USA Today has this op-ed (h/t to Joanne Jacobs) from Patrick Welsh giving thoughts on why kids hate math:
I worry that we’re pushing many kids to grasp math at higher levels before they are ready. When they struggle, they begin to dread math, and eventually we lose thousands of students who could be the scientists and engineers of tomorrow. If we held back and took more time to ground them in the basics, we could turn them on to math.
We’re asking young kids to move up in mathematics too far, too soon, in other words. Patrick goes on to focus especially on a push in California to get more younger kids taking Algebra and cross-references it with a Duke University study showing negative effects of the same sort of program in North Carolina.
I’m in complete agreement with this op-ed, although thankfully I haven’t felt that push so much with my own kids, ages 3, 6, and 8. There have…
October 26, 2010, 12:00 pm
Here’s another question about the same enVisionMATH worksheet we first met yesterday. Take a look at this section, and think about the mental processes you’d use to answer each of these problems:
Got it? Now, let me zoom out a little and show you a part of the worksheet you didn’t see before:
If you’re late to the party and don’t know what’s meant by “near doubles” and the arithmetic rules that enVisionMATH attaches to near doubles, read this post first. Questions:
- Now that you know that these are supposed to be exercises about near doubles, does that change the mental processes you selected earlier for working the problems?
- Should it?
October 25, 2010, 8:52 pm
The 6-year old had Fall Break last week, so no homework and no enVisionMATH-blogging for me. Tonight, however, she brought home a new worksheet for her weekly homework, and a couple of things caught my eye. I thought I’d throw those out there to you all, along with a question or two, as a two-part blog post.
For the first post, take a look at this (click to enlarge):
- In your own words, preferably those that a smart 6-year old could understand, what is the basic principle that this page is trying to get across?
- What technique does this worksheet want kids to use when doing the Algebra problems?
- What’s your opinion about the principle/technique you think the worksheet is trying to communciate? Reasonable? Natural? Likely to be useful, or used frequently later on?
October 13, 2010, 7:42 pm
The last post about enVisionMATH and how I, as a math person and dad, go about trying to make sense of what my 6-year old brings home from first grade seems to have struck a chord among parents. The comments have been outstanding and there seems to be a real need for this kind of conversation. So I have a few more such posts coming up soon, starting with this one.
The 6-year old brought this home on Monday. Click to enlarge:
It’s about adding “near doubles”, like 3 + 4 or 2 + 3. In case you can’t read the top part or can’t enlarge the photo, here are the steps — yes, there are steps, and that’s kind of the point of this post — for adding near doubles:
- “You can use a double to add a near double.” It gives: 4 + 5 and shows four blue balls and five green balls.
- “First double the 4″. It shows 4 + 4 = 8, and the four blue balls, and four of the green balls with the extra green ball…
August 31, 2010, 9:33 pm
It’s been back-to-school time for everybody in our household (hence an excuse for the light posting). We started classes at the college today, and last week the 4.5-year old went back to preschool full-time and the 6.5-year old started first grade. (The 1.5-year old is rocking the local daycare.) One of the biggest changes for the kids is for our first-grader, Lucy, since she has real homework for the first time. It’s not much; the expectation is about 20 minutes a night, Monday through Thursday. Some of that homework is math, which I was very excited about — but then that excitement turned to alert caution when I learned my daughter’s class was using enVisionMATH.
I wrote this post on enVisionMATH almost three years ago, basically laughing it off the blogosphere for its happy-clappy, uncritical acceptance of unproven digital nativist frameworks and for going way over the top with…
January 27, 2010, 7:00 am
The LA Times reports on a study suggesting that female elementary school teachers who are anxious about math transmit that anxiety to the girls in their classes:
Girls have long embraced the stereotype that they’re not supposed to be good at math. It seems they may be getting the idea from a surprising source — their female elementary school teachers.
First- and second-graders whose teachers were anxious about mathematics were more likely to believe that boys are hard-wired for math and that girls are better at reading, a new study has found. What’s more, the girls who bought into that notion scored significantly lower on math tests than their peers who didn’t.
The gap in test scores was not apparent in the fall when the kids were first tested, but emerged after spending a school year in the classrooms of teachers with math anxiety. That detail convinced researchers that the teachers …
August 11, 2009, 8:27 am
I’ve been lax in posting lately because I’ve been enjoying an all-too-brief interim period between the end of my summer Calculus class and the beginning of Fall semester at the end of this month. I’ve been splitting time this summer between being a stay-at-home dad to my three kids during the day and then teaching Calculus at night. Since the end of the Calculus class in July, I’ve had two weeks where pretty much my only “task” is to hang out with the kids — playing games, doing puzzles, going to the Childrens Museum, etc. It’s been a blessed time, the kind of quality time with one’s kids that a lot of dads only dream about having. But today that period has come to an end with the crossing of a major milestone: The 5-year old, my oldest, just got on the bus for her first day of kindergarten.
Lucy has been intellectually ready for kindergarten for a while now (she went to an excellent…