# HELP!!!!! Math Issues

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Quoting Mom2Tabitha:My daughter's teacher followed up after my discussion with the principal. She sat with Tabitha today and they went over 3 ways to do it. Tabitha can use ANY of them on her work. Tabitha seems to like the "box" method whatever that is. If it makes sense to her, I am all for it.

As for math homework taking 1.5 hours or more a night...that has ended. When I feel Tabitha has maxed out on it for the night. We are done. As long as I put a note on the homework, the teacher will call it complete. She does request that we do the word problems (usually 2) and at least 3 of the other problems. No more all night battles!!!!! YAY!!

The math program at my daughter's school (and most the rest of the county is called Go Math. I hate it (and so do many other parents.) It meeds the Sunshine State Standards. So, it is what they use to prepare for the No Child Left Behind crap. Well, better days are ahead.

Elaine

I hate to tell you this, but all the math text book options the schools have meet the Sunshine State Standards. Go Math was chosen because it had the best research to back it up.

And as Florida transitions to Core, this math isn't going to go away. It really has nothing to do with NCLB.

It's harder than before because kids in the US are so far behind their peers in other countries. The kids need time to adjust to a whole new way of thinking about math. And teachers need to embrace it and stop trying to water it down so it won't be too hard.

I taught 3rd/4th grade Math in the Bilingual/ESL classroom. It was a very difficult age to teach because my kids had never been exposed to Math Problem Solving at that young an age before. My Bilingual advisor told us that those children coming from those countries usually did not do Word Problems until the 7th grade.

Our kids in our District in Central Texas had more exposure to simple Word Problem Solving-Grades 1 and 2.

I do not recall the Math Curriculum we finally decided on, but it did an excellent job of transitionng from the concrete to the abstract, and teaching the process of solving a Math Word problem successfully.

Can you explain a little more to me about what you mean about the "New Math" ?

Also, how are teachers watering it down?

Thank you so much,

Veronica

Quoting maxswolfsuit:

Quoting Mom2Tabitha:My daughter's teacher followed up after my discussion with the principal. She sat with Tabitha today and they went over 3 ways to do it. Tabitha can use ANY of them on her work. Tabitha seems to like the "box" method whatever that is. If it makes sense to her, I am all for it.

As for math homework taking 1.5 hours or more a night...that has ended. When I feel Tabitha has maxed out on it for the night. We are done. As long as I put a note on the homework, the teacher will call it complete. She does request that we do the word problems (usually 2) and at least 3 of the other problems. No more all night battles!!!!! YAY!!

The math program at my daughter's school (and most the rest of the county is called Go Math. I hate it (and so do many other parents.) It meeds the Sunshine State Standards. So, it is what they use to prepare for the No Child Left Behind crap. Well, better days are ahead.

Elaine

I hate to tell you this, but all the math text book options the schools have meet the Sunshine State Standards. Go Math was chosen because it had the best research to back it up.

And as Florida transitions to Core, this math isn't going to go away. It really has nothing to do with NCLB.

It's harder than before because kids in the US are so far behind their peers in other countries. The kids need time to adjust to a whole new way of thinking about math. And teachers need to embrace it and stop trying to water it down so it won't be too hard.

*This visualization makes the entire concept much easier to comprehend. That actually seems less complicated, BUT I'd have to test it on my child to know for sure. That's actually pretty neat but I think the visualization will be crucial in those beginning learning stages.*Quoting Babujai:

My son just showed me this method the other day. You break down each number, multiply each set of numbers, and then add the answers up.

The current methods of teaching focus on a deeper understanding of the concepts behind the algorithms before presenting them. It uses models and manipulatives to show students the process. When kids do learn the algorithms, they are faster and more accurate because they understand the purpose behind each step. It moves past lower level rote memorization of steps, to a higher level of comprehension of the concepts. This paves the way to mastery of more complex math skills.

Teachers are watering it down by briefly presenting the more difficult concepts and still placing the most emphasis on the traditional methods. Many teachers don't invest the time in the hands on learning for students to really understand. They are more comfortable with a direct instruction delivery method, where "new" math is better taught through student discovery. It took me a great deal of effort and lots of help from our district math director to understand what I was supposed to do. But most teachers didn't get any staff development to help them shift their thinking about math instruction. I do think the younger teachers coming out of college are more prepared for this. It's going to take schools in the US a while to adjust.

The perception that it's too hard or confusing becomes a self fulfilling prophecy. When parents and teachers don't think kids can do something (or think it's not worth doing) they aren't going to embrace it on their own and thrive.

Quoting VeronicaTex:I taught 3rd/4th grade Math in the Bilingual/ESL classroom. It was a very difficult age to teach because my kids had never been exposed to Math Problem Solving at that young an age before. My Bilingual advisor told us that those children coming from those countries usually did not do Word Problems until the 7th grade.

Our kids in our District in Central Texas had more exposure to simple Word Problem Solving-Grades 1 and 2.

I do not recall the Math Curriculum we finally decided on, but it did an excellent job of transitionng from the concrete to the abstract, and teaching the process of solving a Math Word problem successfully.

Can you explain a little more to me about what you mean about the "New Math" ?

Also, how are teachers watering it down?

Thank you so much,

Veronica

Quoting maxswolfsuit:

Quoting Mom2Tabitha:My daughter's teacher followed up after my discussion with the principal. She sat with Tabitha today and they went over 3 ways to do it. Tabitha can use ANY of them on her work. Tabitha seems to like the "box" method whatever that is. If it makes sense to her, I am all for it.

As for math homework taking 1.5 hours or more a night...that has ended. When I feel Tabitha has maxed out on it for the night. We are done. As long as I put a note on the homework, the teacher will call it complete. She does request that we do the word problems (usually 2) and at least 3 of the other problems. No more all night battles!!!!! YAY!!

The math program at my daughter's school (and most the rest of the county is called Go Math. I hate it (and so do many other parents.) It meeds the Sunshine State Standards. So, it is what they use to prepare for the No Child Left Behind crap. Well, better days are ahead.

Elaine

I hate to tell you this, but all the math text book options the schools have meet the Sunshine State Standards. Go Math was chosen because it had the best research to back it up.

And as Florida transitions to Core, this math isn't going to go away. It really has nothing to do with NCLB.

It's harder than before because kids in the US are so far behind their peers in other countries. The kids need time to adjust to a whole new way of thinking about math. And teachers need to embrace it and stop trying to water it down so it won't be too hard.

You hit the key point. The visualization is what's missing in the old math. The kids have nothing to connect the steps to when they just learn the old way. So they skip steps and make errors without realizing it.

Quoting kLynch315:

This visualization makes the entire concept much easier to comprehend. That actually seems less complicated, BUT I'd have to test it on my child to know for sure. That's actually pretty neat but I think the visualization will be crucial in those beginning learning stages.

Quoting Babujai:

My son just showed me this method the other day. You break down each number, multiply each set of numbers, and then add the answers up.

Quoting maxswolfsuit:I would like to point out to all the "old math" fans that the US typically scores very low compared to other industrialized nations in math. Our students just aren't getting the concepts at the same level as many others around the world. The "new" math is modeled after instructional methods used by the countries kicking out booties in student achievement.

The transition is really complicated by teachers and parents who don't understand it and don't have faith in it. It took quite a bit of effort on my part to understand it at the level where I could really teach it effectively. But seeing it in action has made me a firm believer.

Like I said, my kids learn so much more this way. It goes so far beyond basic computation.

I commend your commitment and dedication on the topic! My problem with "new math" is that the current result at the high school level is lack of knowledge of the basics. The students don't know their math facts and the rigor is non-existent. Our university, which is well-known, and large has all these new fangled ideas, as well. There is NO ONE on board except the publishers. It's all about "feeling" the math. Give me a break! We are not in a psychology class. I don't like to see students, and low income schools are where this "new" curriculum is ALWAYS rolled out of, used as guinea pigs. I am not sold and know the discontent among many parents, teachers, and students is VERY high on this subject.

Quoting maxswolfsuit:The current methods of teaching focus on a deeper understanding of the concepts behind the algorithms before presenting them. It uses models and manipulatives to show students the process. When kids do learn the algorithms, they are faster and more accurate because they understand the purpose behind each step. It moves past lower level rote memorization of steps, to a higher level of comprehension of the concepts. This paves the way to mastery of more complex math skills.

Teachers are watering it down by briefly presenting the more difficult concepts and still placing the most emphasis on the traditional methods. Many teachers don't invest the time in the hands on learning for students to really understand. They are more comfortable with a direct instruction delivery method, where "new" math is better taught through student discovery. It took me a great deal of effort and lots of help from our district math director to understand what I was supposed to do. But most teachers didn't get any staff development to help them shift their thinking about math instruction. I do think the younger teachers coming out of college are more prepared for this. It's going to take schools in the US a while to adjust.

The perception that it's too hard or confusing becomes a self fulfilling prophecy. When parents and teachers don't think kids can do something (or think it's not worth doing) they aren't going to embrace it on their own and thrive.

Quoting VeronicaTex:I taught 3rd/4th grade Math in the Bilingual/ESL classroom. It was a very difficult age to teach because my kids had never been exposed to Math Problem Solving at that young an age before. My Bilingual advisor told us that those children coming from those countries usually did not do Word Problems until the 7th grade.

Our kids in our District in Central Texas had more exposure to simple Word Problem Solving-Grades 1 and 2.

I do not recall the Math Curriculum we finally decided on, but it did an excellent job of transitionng from the concrete to the abstract, and teaching the process of solving a Math Word problem successfully.

Can you explain a little more to me about what you mean about the "New Math" ?

Also, how are teachers watering it down?

Thank you so much,

Veronica

Quoting maxswolfsuit:

Elaine

It's going to take a long time for Americans to buy into it.

Thanks for the back up!

Quoting aetrom:

I agree with this. Living in Europe and seeing the math they teach here it far surpasses what they teach in the states IMO. The curriculum right now watching my son at the beginning is very interesting. A lot of visual with no problem solving and yet I know what year 2 holds so they do something right! ;)

Quoting maxswolfsuit:I would like to point out to all the "old math" fans that the US typically scores very low compared to other industrialized nations in math. Our students just aren't getting the concepts at the same level as many others around the world. The "new" math is modeled after instructional methods used by the countries kicking out booties in student achievement.

The transition is really complicated by teachers and parents who don't understand it and don't have faith in it. It took quite a bit of effort on my part to understand it at the level where I could really teach it effectively. But seeing it in action has made me a firm believer.

Like I said, my kids learn so much more this way. It goes so far beyond basic computation.

**Add your quick reply below:**

- maxswolfsuit

Max on Oct. 13, 2012 at 9:59 PMI would like to point out to all the "old math" fans that the US typically scores very low compared to other industrialized nations in math. Our students just aren't getting the concepts at the same level as many others around the world. The "new" math is modeled after instructional methods used by the countries kicking out booties in student achievement.

The transition is really complicated by teachers and parents who don't understand it and don't have faith in it. It took quite a bit of effort on my part to understand it at the level where I could really teach it effectively. But seeing it in action has made me a firm believer.

Like I said, my kids learn so much more this way. It goes so far beyond basic computation.