One subject in
particular that requires a decent knowledge of basics is math. From the time children begin elementary school, they are already building their base for the
future. Although it might have seemed silly to most of us to have to practice
additions, subtractions, multiplications and divisions over and over again,
they are now things that we are expected to know off of the top of our heads. |
| Subtracting numbers in vertical columns. |
Students today are not being forced to learn and later on master these basics. From my experiences with
tutoring students varying from the first grade to the sixth grade, I have
noticed that students can no longer do a simple math problem in their heads.
For example, if you told a student to add the numbers 12 and 7, they would have
to use their fingers to count in order to come to an answer. At a young age, we
were taught how to add and subtract one digit numbers. When that concept was
understood, we moved on to two digit numbers and then on to three digit numbers
and so on and so forth. We were taught how to add and subtract numbers in
vertical columns and now many teachers are encouraging students to stay away
from that method because it is easier to make mistakes. A simple problem that
should only take five to ten seconds to solve can now take a child up to twenty
seconds, if not more. The more uncomfortable that a child is with additions and
subtractions, the more trouble they will have with multiplications and
divisions when the time comes.
“But there has to be a basic foundation in regards to adding and subtracting, and memorizing math facts [and] knowing how to do math at an early age.” says Ms. Allan who is the education minister for the WNCP (Western and Northern Canadian Protocol). (1)
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| A Grade 4 student's agenda at Monseigneur Augustin Caron. |
Many universities across Canada
are pushing for elementary schools to go “back to basics” instead of teaching
this so called “new math” (1). New math is being described as being all of the
complex formulas and equations that students are being taught in order to solve
math problems. The problem with this new math is that without basics,
understanding these complex equations and formulas is near to impossible. This
lack of basics is not only causing grief for the students, but it is also
causing grief for parents since they are having to teach their children on their own.
As explained by WISE (Western Initiative for Strengthening Education in Math), becoming good at math is like becoming good at playing the piano. To become a great piano player, one must practice multiple times and memorize piano scales. To become good at math, one must continue to practice equations numerous times and memorize these so called “math facts”.(2) This brings us back to the famous saying of “practice makes perfect”. Unfortunately, students who are in elementary school now are not getting the opportunity to practice these basics that will ensure an easier transition to more complex lessons in high school. (1) http://news.nationalpost.com/2013/09/13/frustrated-professors-convince-schools-to-step-back-from-new-math-and-go-back-to-basics/
(2) http://wisemath.org
Nina, I have realised this and it makes me mad. I am a real math geek and the stuff we are doing is pretty complicated. But honestly, I can answer questions that take up 2 pages in length easier than doing a long division, or doing a 2 digit addition with another. As well with adding, I always find myself double checking my answers on my calculator. Even things as simple as 12 + 23 (that's something I did today). The teachers make us depend on our tools, such as calculators, way too much. Even though the math we are currently learning is useful (in our future studies) I think it is more important that we prioritize learning the basics first and go back to grade 3. I think I speak for everyone when I say we certainly can profit from it. I enjoy reading your blog, and I'm looking forward to reading your future posts !
ReplyDeleteYou say that students are being asked to learn multiplication tables at home and are assigned a different table each week. This is done so that the students can get the necessary practice that they need. Teachers do not have time to spend hours each day reciting multiplication tables to a full class that will most likely lose interest during such a lesson anyway. This type of work is assigned as homework because it's a simple matter of memorization and not a new concept being learned. I've taken piano lessons. During the lesson, the teacher would introduce a new concept and assure that I understood it. I would then be assigned homework in order to perfect the application of said concept. The same method is used in schools, and just like my level of piano skill was determined by how much I practiced at home, a student's knowledge of multiplication tables is based on how much they practice at home. Relying on in-class time to perfect such things is simply unrealistic.
ReplyDeleteJake, I agree with you that teachers do not have the time to go over multiplication tables at length during school hours. The problem that I have with the way that teachers are going about teaching these basics is that they are not (for the most part) giving the initial lesson in class. I agree that the students should be perfecting these skills at home, but I also think that the concept should be introduced in class before it is sent home.
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