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square_25

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About square_25

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  1. @Arcadia -- I've seen Jo Boaler's stuff before! I don't agree with all of it, but it's definitely interesting. She's super anti-tracking, though, and I don't know how I feel about that. We've been doing combinatorics with Miriam, and she's definitely fascinating and excited by it. Generally, the things she's excited about in her math education have been completely disjoint from what I see in practically all the math curriculums...
  2. I'd encourage you to skip things that bore her and that she's already proficient in :-). That sounds like a recipe for not liking math. Even within the context of a curriculum, you may as well move on when things become tedious. Seeing things more than once is a better way to get them into long term memory, anyway! So you can always come back to them as needed. The interesting thing is that of course, the extra 0s don't make the answer wrong! There's a good place value conversation in there...
  3. I'm not huge on manipulatives, either, and my daughter just finds them tedious. I love pictorial representations of things, though.
  4. Yay! Question for you, do you think she understands all of this stuff fully? If so, you could probably move on to something more fun. This stuff seems very tedious for a kid who gets it already. By the way, why the extra 0s for the 43.2 and 800.4, do you know?
  5. I've posted a few, and I was worried I was breaking some sort of rule I didn't know about! Glad we cleared this up, lol.
  6. Referring to the Benezet experiment... I like the idea of delaying some things (like drilling multiplication tables), but see no reason that it has to be at the cost of delaying all symbols. It's harder to see mathematical patterns without the notation.
  7. I mean, in my personal (rather radical) opinion, long division and multiplication are incredibly tedious and there’s no need to do a ton of them once a kid gets the idea. To my mind, it’s way more important to understand division (when to apply it, it’s relationship to multiplication, how to estimate it) than to do pages and pages of long division. Does your daughter understand why it works and can she do it correctly if she focuses? I’d have to see an example of what seems super impractical to you, otherwise it’s hard to comment! Some things are simply puzzles, and some are for building number sense. And some are really pretty silly in my opinion ;-). We’re not using a curriculum, I’m making up my own stuff as you go, and we aren’t currently using any algorithms. That means a multiplication of two digit numbers currently looks like the attached picture. It’s pretty darn inefficient... on the other hand, it shows a lot of facility with place value and distributive property, and I care a lot more about those. So I don’t know if some of the things you are reacting to I would think of as useful or not :-).
  8. I just do “Click to choose files”, and the picture inserts in the message :-).
  9. Hah, I believe it. Maybe I just don't want to be lumped into that group, because I absolutely don't think BA (or AoPS, even though I'm affiliated with them) is for everyone. You know me, I think that if you sit with your kids and make sure everything makes sense to them as you go, you can make lots of things work. I think that's the biggest factor.
  10. I believe some people do think Beast Academy is the best thing since sliced bread, but I think you're exaggerating a bit. I think BA is a good suggestion for kids who are feeling restless and need more of a challenge or a different approach. I don't think it's the only possible way to provide challenge or math more exciting, but it works well for some kids. For what it's worth, it doesn't work all that well for my daughter.
  11. Mind expanding on this? What is the other way, and what do you dislike about it? Edited because I forgot to not quote. I hope this amount of quoting is OK.
  12. Yeah, it sounds like it's not a good fit for her. About reading the book, though: that's generally good advice, even when lecture is a rehash of the book. It doesn't really matter while the material is easy, and I never needed to do this in middle school or high school. But by college, I rather regretted not having gotten in the habit of reading the book before the class. If the material is challenging, seeing it before really helps you make sense of the teaching. That's a great point: the anonymity of the classroom is something I really like about it. I like that I don't have any preconceived notions about how the students are going to do: I don't know ages, I don't know genders, I don't know anything, which means that no unconscious biases come into play. And I'm sure it helps that the other students don't have them, either. It's a great equalizer.
  13. Super interesting!! Kids are so different :-). Glad Gattegno’s working out for you!
  14. I think for kids who are getting bored, BA would be my vote :-). @HomeAgain, just curious: did you ever try BA without the Guides, just doing the puzzles in the practice books? My daughter loves the comics, but we only use the practice books for lessons: she reads the Guides on her own time.
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