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It's interesting that you mention 8 year olds, because 8 year olds learning basic maths need to go through the same process. First kids need to be drilled to p

It's interesting that you mention 8 year olds, because 8 year olds learning basic maths need to go through the same process. First kids need to be drilled to pick up the basics such as tables of multiplication, the understanding comes afterwards (for some). This is how maths has been taught for ages, but not so long ago common perception under teachers changed: people started thinking, wouldn't it be better to teach kids the ideas and the reasons why basic math rules work, even better, let them discover those rules them by themselves, and get rid of those mind numbing drills? After a couple of decades, the common perception has switched again: the answer is 'no' [1]. To be able to grasp the ideas behind math rules, your brains have to get familiar with the basic concepts first. And that just takes time and practice. When those basic concepts are engraved in your brain, only then are you able to start playing with them and build higher abstractions. Learning complex mathematics is not any different. [1] http://educationbythenumbers.org/content/kumon-worksheet-style-drilling-might-effective-little-kids-struggle-math_1564/ http://educationbythenumbers.org/content/kumon-worksheet-sty...

entropy_ 10y ago
Did you even read the article? Because what you say is a direct contradiction of the article. The article even explains why the reforms didn't work in the US(TL;DR; they weren't properly implemented) while they did work elsewhere, like Japan which is the example the article uses. Given that their statements are backed by evidence while yours are not, I think I'd rather believe them. As an aside, no one is saying that there is no place for practice in math teaching. What they're saying is that it needs to be balanced with time spent actually learning the concepts and exploring on your own rather than just practicing and drilling. From the article: "Similarly, 96 percent of American students’ work fell into the category of “practice,” while Japanese students spent only 41 percent of their time practicing" Those students still spend just under half their time practicing, which is still significant, just not the overwhelming majority of their time as in the case of American schools.

entropy_ 10y ago

Did you even read the article? Because what you say is a direct contradiction of the article. The article even explains why the reforms didn't work in the US(TL;DR; they weren't properly implemented) while they did work elsewhere, like Japan which is the example the article uses. Given that their statements are backed by evidence while yours are not, I think I'd rather believe them. As an aside, no one is saying that there is no place for practice in math teaching. What they're saying is that it needs to be balanced with time spent actually learning the concepts and exploring on your own rather than just practicing and drilling. From the article: "Similarly, 96 percent of American students’ work fell into the category of “practice,” while Japanese students spent only 41 percent of their time practicing" Those students still spend just under half their time practicing, which is still significant, just not the overwhelming majority of their time as in the case of American schools.