re: (Not Common Core)-- Why are they teaching math this way?

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Directions: use a doubles fact or a doubles plus one fact to help you solve the answer.

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This is a pretty poor method of thinking, in my opinion. It's impractical and doesn't serve much real-world value.

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Find the addends and subtrahend.

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Ok, there are some goofy words that most aren't familiar with. They could put "missing number," or, heck, "x," but I don't see a problem with teaching proper terminology. And algebra is useful even down at that age. I remember when I first started algebra, the teacher wrote a common example and said "it's just like these problems that you've always done, except the blank is replaced by 'x'," so I don't believe the concept of teaching algebra that early is particularly new, either. It's probably the most abstract and toughest, but peppering if in lightly and early I agree with.

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Draw a number line to help you find the answer

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Contrary to the Algebra above that some kids will struggle with, the number line questions are a "gimme." They're so easy that they're annoying. For the kids struggling, it's a good way to teach that math is just counting. I think it's age-appropriate. As much as I want to believe that math is intuitive, sometimes intuition must be taught. This isn't a bad way of doing that. But if I were a smart kid, I would hate it.

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Directions: Use grouping to solve. Show your work.

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I have no idea what this means and am not familiar with the concept. I would need to read more into it to see what it means and whether or not it's useful.




At worst, I think 2/4 methods are useful.

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When you do it with small numbers as examples it seems unnecessarily complicated but it does work. Many of us have been doing it this way for years without ever having been formally instructed in it.

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Exactly. But in real life, 90% of math is the small numbers that kids need to memorize to function. They need to memorize more than double facts, 5, 10s etc...

I have no problem with the introduction of the critical thinking pieces earlier than historical (basic pre-algebra concepts), but it needs to be balanced.

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. But in real life, 90% of math is the small numbers that kids need to memorize to function.

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Why on earth would you rather have math "memorized" as opposed to being able to actually apply it?

You have to understand how to apply the operations in order to do more complex math. Memorization isn't going to give you that.

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Do you pull out the number line every time you add single digit numbers?

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If you're familiar with calculus, this argument should make sense. If you are not, I'll try to find another.


When asked to find the derivative of x^2, do you always pull out the limit as x-->a of x^2/x-a? The answer is probably still "no" much like in your scenario. But if you aren't familiar with how derivatives are calculated, you'll run into trouble when you get to more complex ones where the simple rule cannot be applied. A fundamental understanding of the simple aids in understanding the more advanced. Some kids learn that the number line can be replaced by their fingers. Some realize they can picture the number line in their head. Some then learn what addition and subtraction mean and can then go on go do it without any reliance on method because the concept is ingrained and simple to the point that it becomes automatic. But it really is all based on a number line.

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Why on earth would you rather have math "memorized" as opposed to being able to actually apply it?

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You misunderstood me. You need both, but 90% of what we do is memorization and needs to be. When you typed 6*4 = 24, did you do a number line or did you just know it? In the real world, route memorization of small transactions is essential in functioning.

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You have to understand how to apply the operations in order to do more complex math. Memorization isn't going to give you that.

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Never said otherwise. Hence we have pre-algebra, algebra etc... to introduce those concepts in the 5th, 6th grade etc... Move some of that forward - fine... but basic transactions need to be memorized to function.

And to ask you further, are you ok that kids are asked to memorize 'facts'? (ie double facts, 5's, 10's?). Why is 5+5 worth memorizing, but 5+3 isn't?

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Is there supposed to be a point to this statement besides the joke? Or is every word your kid uses besides subtrahend 5 letters or less?

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The point is the word was not taught as a vocabulary word. The meaning was not taught in class. He is not expected to read words for his grade level greater than 5 letters currently. So if you teach kid "6 minus 4 is 2" or "take 4 away from 6 and you have 2" or "what number do you take from 4 to get 2?" why put subtrahend on the test?

And although I understand those saying it never hurts to teach proper terminology, what is improper about number, value, digit, integer, whole number, etc?

When will you ever need to solve for subtrahend outside of the first 3 grade levels? You will solve for one of the above terms even if the process calls for subtraction.

I knew those answers right away. Great start to my Monday.

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The point is the word was not taught as a vocabulary word. The meaning was not taught in class. He is not expected to read words for his grade level greater than 5 letters currently. So if you teach kid "6 minus 4 is 2" or "take 4 away from 6 and you have 2" or "what number do you take from 4 to get 2?" why put subtrahend on the test?

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I had lots of words on tests that weren't also vocab words for me. Strange.

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Memorization is definitely a part of math. It just is

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Memorization will come either way with practice. Teaching memorization first is a crutch a kid with poor math skills will rely on and they'll be worse off in the long run.