quote:
Would you rather your child not understand why 6x4 is 24, and instead just memorize it? How will that serve as a good base when your child needs to solve 354x286? Some of the complaints here are just asinine.

Which technique do you see applicable to solving 354*286? Double Facts? Number line? Serious question.

And when you type 6*4 is 24 - did you use a number line, double fact or did you just memorize it? Do you pull out the number line every time you add single digit numbers?

Why are memorizing certain 'facts' (ie 5,10s, and doubles) acceptable but anything else not constructive?

Again, not trying to be argumentative - just curious.

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Posted by Hopeful Doc

Member since Sep 2010

15053 posts

Posted on 2/9/15 at 12:35 pm to igoringa

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

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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