Comments on: Math Question

By: everywakinghour » Math Myths

everywakinghour » Math Myths — Sat, 09 Sep 2006 05:23:39 +0000

[...] “Basically, there is a firm belief in the school system that you can’t move on until you have mastered everything in the current curriculum because it builds. Mighton started a charity called JUMP which provides tutorial support for remedial students. He has had remarkable success and has learned some very interesting things about how to teach mathematics. Quite apart from the usefulness or otherwise of long division, Mighton suggests that a complete mastery of one topic is not required to move on to something harder. In fact, he argues that tackling and mastering a ‘harder’ skill (albeit with problems limited by the level of mastery of the former one) might act as a powerful motivator to go back and learn those ‘precursor’ skills.” (HT:Ã‚Â Ron at Atypical Homeschool) [...]

By: Rebecca

Rebecca — Tue, 08 Aug 2006 03:20:15 +0000

I remember reading in one of my homeschooling books somewhere that then entire primary grades math curriculum–all of it–can be taught to a sixth grader (or up, really) in a matter of weeks. It really is so repetitive, which makes it easier for me not to stress too much about it.

We’re working on fractions this year, which means going back and making sure we’re cool with times tables, multiples and factors. I mean really, that’s all fractions are!

By: Paradise Found

Paradise Found — Fri, 04 Aug 2006 18:46:19 +0000

Division Frustration redux…

Ron picked up my division frustration post and ran with it.
The issue with learning something like long division is that a child who knows how to multiply, compare and subtract can follow the mechanical process of long division without learning a thin…

By: Dumboxacademy

Dumboxacademy — Fri, 04 Aug 2006 16:04:04 +0000

I personally think long division is like reading. With reading, some kids get it at 4 and other don’t until 10. It’s developmental. Long division is the same way. It requires understanding place value, knowing your math facts very well, and keeping track of a complex, multi-step process. My kids were okay with the place value stuff but the latter two, easy recall of math facts and keeping oneself organized through a complex process were things they had to work on. Fourth grade is when math books usually introduce long division. I think for a significant portion of children this is just plain too early. They might have mastered basics of arithmetic, but that does not mean they are ready for long division. The kids struggle and struggle through this painfully, never quite getting it. They have to wade through this for years and, of course, lose confidence in their abilities. I think if they don’t get it in fourth, move on, try again in 5th, move on, etc. At some point it usually clicks. My oldest got it in 6th, the second one was the same way, except he still needed organizational help in 7th. Though he did seem to conquer that aspect pretty well (by using graph paper! Something so simple!) My third child had no problem with it in fourth grade. It just varies according to the student.

Blessings,

Faith