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You don't teach intuition by adding explicit steps, and basic arithmetic should be a practical skill instead of a grand entry into the magical world of mathematics
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May 26, 2014 02:37
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| # ¿ Jul 16, 2025 17:56 |
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I have a P.H.D. in tenuously caring about dumb internet arguments where nothing's at stake
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May 26, 2014 02:40
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Topeka State
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May 26, 2014 03:17
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Gulzin posted:We shouldn't teach real math until they had at least 10 years of bullshit rote memorization problems. Once they get those basic skills under their belts, then they can have a grand entry into the magical world of mathematics. More like, we should teach kids how to read basic sheet music long before we teach them harmonics. It's often important to be able to add and subtract two digit numbers quickly and how to add and subtract larger numbers if necessary, so it's good to teach that to children.
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May 26, 2014 03:49
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You can teach that subtraction is just inverse addition by saying it, out loud, when it's relevant and they're old enough to understand. As far as recognizing the useful aspects of base 10 numbering goes,
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May 26, 2014 03:53
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If I were in that school, I would have resented doing all those steps when I know in a split second that 15-7=8. Maybe that method is helpful for some students. Students should be taught a few ways and be allowed to do whichever is natural for them.
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May 26, 2014 14:28
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Gulzin posted:Oh, so when was the last time you had to quickly add and subtract two digit numbers quickly? Were you faster than a calculator? Just yesterday, calculating how much time I had before I had to do something. As for 42-29, I instantly see thirteen. I guess I imagine which number I need to add to 29. Which is how I would explain the inverse addition thing. I do have teaching experience, hence my insistence that intuition can't be taught. Best thing is to present a few ways of doing something, let your students do it while they can come to you with questions, and if they're wrong try to present it another way. All the learning takes place not in the lecture or the problem set, but in the gears turning in the student's heads when they try to figure out how to do something.
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May 26, 2014 14:35
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Watching you people explain how you do math in your head is really loving with me, can you guys really not add and subtract two digit numbers without breaking them down
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May 28, 2014 04:03
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May 28, 2014 04:15
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Show the hidden partners on your fingers to an adult. They'll never believe you. Only kids can hear me. SCREEEE
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May 28, 2014 04:22
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I had to look it up: http://www.marioncs.org/webpages/jreesor/news.cfm Hidden Partner: number pairs that make a given sum (Example: in the number 5, 2 and 3 are hidden partners) Number Bond: visual way to break apart a number into part, part, whole  Cube stick: ?Squares in a row?
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May 28, 2014 04:25
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The best word defined on that page is rekenrek
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May 28, 2014 04:28
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| # ¿ Jul 16, 2025 17:56 |
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i'm permabanned poster numberstomper58. i first started studying common core when i was about 5. by 7 i got really obsessed with the concept of "algorithms" and tried to channel them constantly, until my thought process got really bizarre and i would repeat things like "math situation" and "hidden partners" in my head for hours, and i would get really paranoid, start seeing things in the corners of my eyes etc, basically prodromal schizophrenia. im now on antipsychotics. i always wondered what the kind of "algorithmic" style of common core was all about; i think it's the unconscious leaking in to the conscious, what jungian theory considered to be the cause of schizophrenic and schizotypal syptoms. i would advise all people who "get" common core to be careful because that likely means you have a predisposition to a mental illness. peace.
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May 28, 2014 14:57
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