Archive for January, 2010
Here’s a note from a teacher who wanted to comment about her experience with mastery of math facts. There is some debate in the educational community as to whether learning math facts is as important as, or needed as much as understanding the underlying math concepts. Here’s how she weighs in on the subject. By the way… we agree with her..CJ
I am sorry that I had to miss last night’s webinar, but I already listened to it tonight. I wanted to make a comment about David’s experience with the administrator with whom he spoke at length: I agree with her comment that conceptual understanding of math is very important, because it is, after all, the end goal of math education, ie, to be able to use math in daily life (which is simulated in word problems in text books). However, in my teaching I have found that children that have a “rapid recall” of all math facts have a greater self confidence in tackling math concepts. Moreover, they are not bogged down with struggling with math facts while trying to picture in their minds the problem at hand. Also, if they have a rapid recollection that adding and multiplication of whole numbers INCREASE the amount and subtraction and division DECREASE the amount they are working with, then the concept of the math operation needed to solve the problem will come a little easier. I am tutoring a 7th grader right now who is still counting on her fingers when doing computations, and this has to be remedied, because her accuracy is hindered. (In math if the answer is not completely right, then it is completely wrong.) In many ways, knowing the math facts so quickly and accurately is the foundation of math education.
I’m a neuro-educational specialist with LGS. Why do I have such a passion for what I do? I’m so glad you asked!I had a learning disabled son. We tried a different program each year looking for an answer. We found our answer with a neuro-education program. He was almost 14 years of age when we “tried” this program. His life was completely changed in just a little over a year. It changed his life. It changed our family’s life. What were his labels? Well, he was labeled ADHD and Dyslexic. But those were only generic labels. Practically speaking he couldn’t read; he had difficulty speaking; he was very uncoordinated; he was very hyper with a very high pain tolerance among other things. Six weeks on program saw him speaking in perfect sentences. That was enough to keep us going for a long time. By the end of the program he was on grade level in all his subjects and had caught up with years of being behind. He took himself off sugar during this time and went from being very overweight to a very thin, muscular, handsome teenager who could read, talk, and play any sport he wanted. Anyone who met him after the fact had no idea of the transformation that had taken place. I’ve been on the other side of the desk. I’ve shed the tears. Now I have answers for those, who like me, are looking for a way to help their labeled and struggling children.