# HELP!!!!! Math Issues

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This is fascinating.

How does a student anaylyze in a different way as compared to what I shared with you?

Are you and I using "strategy" and "formula" in the same way?

Please give me an illustration of what you are describing-analyzing.

Thank you!!!!

Veronica

Quoting maxswolfsuit:

Quoting VeronicaTex:

Ladies, can you make any comparisons in your respective classrooms with what is happening here is Texas?

Are Word problems part of the "New Math"?

They are, but they were also part of the "old" math. It's not really that questions are presented in word format, we've been doing that for years. It's that the students are expected to analyse the problems in a different way and interpret them rather than just follow a formula.

Are Parents, especially younger ones, seeing this might be different friom the way they were taught?

I think the issue is worse with older parents. But yes.

Thank you in advance, ladies,

Veronica-Former Math teacher in grades 2-6 in the Catholic school, Multiage in the Public school (Grades 3-5 Bilingual/ESL)

It's not really something I can describe by typing it out. An example would be using base ten blocks to model 2 digit multiplication. Another reply had a picture of another method that helps students visualize the partial products used to multiply 2 digit numbers. Every skill is a little different so it's not one thing that can be summed up.

No, a strategy and formula are not the same thing. I guess that's a big difference with the two methods. Now kids are expected to read a story problem and determine what strategy will work to solve it. Before they would follow a formula that told them, "If them problem says _________, then you multiply." That really only works for low level problems. Kids could memorize some key phrases and work the answers, but many of them didn't really understand why they were doing what they were. So when they're given more complex problem or ones that lack key phrases they were lost. Teaching multiple strategies prepares them for real world math. Teaching formulas just helps them with math tests.

Quoting VeronicaTex:This is fascinating.

How does a student anaylyze in a different way as compared to what I shared with you?

Are you and I using "strategy" and "formula" in the same way?

Please give me an illustration of what you are describing-analyzing.

Thank you!!!!

Veronica

Quoting maxswolfsuit:

Quoting VeronicaTex:

Ladies, can you make any comparisons in your respective classrooms with what is happening here is Texas?

Are Word problems part of the "New Math"?

They are, but they were also part of the "old" math. It's not really that questions are presented in word format, we've been doing that for years. It's that the students are expected to analyse the problems in a different way and interpret them rather than just follow a formula.

Are Parents, especially younger ones, seeing this might be different friom the way they were taught?

I think the issue is worse with older parents. But yes.

Thank you in advance, ladies,

Veronica-Former Math teacher in grades 2-6 in the Catholic school, Multiage in the Public school (Grades 3-5 Bilingual/ESL)

One more question...

What grade of Math do you teach?

I started with my kids at a 3rd grade level, just like the three other 3rd grade teachers-1st year of taking the TAKs test. I am wondering if now the STAARS test (the replacement) is being approached with what you describe, making it harder for the AT RISK school children to do well on it.

Veronica

Quoting maxswolfsuit:It's not really something I can describe by typing it out. An example would be using base ten blocks to model 2 digit multiplication. Another reply had a picture of another method that helps students visualize the partial products used to multiply 2 digit numbers. Every skill is a little different so it's not one thing that can be summed up.

No, a strategy and formula are not the same thing. I guess that's a big difference with the two methods. Now kids are expected to read a story problem and determine what strategy will work to solve it. Before they would follow a formula that told them, "If them problem says _________, then you multiply." That really only works for low level problems. Kids could memorize some key phrases and work the answers, but many of them didn't really understand why they were doing what they were. So when they're given more complex problem or ones that lack key phrases they were lost. Teaching multiple strategies prepares them for real world math. Teaching formulas just helps them with math tests.

Quoting VeronicaTex:This is fascinating.

How does a student anaylyze in a different way as compared to what I shared with you?

Are you and I using "strategy" and "formula" in the same way?

Please give me an illustration of what you are describing-analyzing.

Thank you!!!!

Veronica

Quoting maxswolfsuit:

Quoting VeronicaTex:

Ladies, can you make any comparisons in your respective classrooms with what is happening here is Texas?

Are Word problems part of the "New Math"?

They are, but they were also part of the "old" math. It's not really that questions are presented in word format, we've been doing that for years. It's that the students are expected to analyse the problems in a different way and interpret them rather than just follow a formula.

Are Parents, especially younger ones, seeing this might be different friom the way they were taught?

I think the issue is worse with older parents. But yes.

Thank you in advance, ladies,

Veronica-Former Math teacher in grades 2-6 in the Catholic school, Multiage in the Public school (Grades 3-5 Bilingual/ESL)

4th grade

It's harder for all kids if they're not taught properly. No more or less for at risk kids than anything else is.

Quoting VeronicaTex:One more question...

What grade of Math do you teach?

I started with my kids at a 3rd grade level, just like the three other 3rd grade teachers-1st year of taking the TAKs test. I am wondering if now the STAARS test (the replacement) is being approached with what you describe, making it harder for the AT RISK school children to do well on it.

Veronica

Quoting maxswolfsuit:It's not really something I can describe by typing it out. An example would be using base ten blocks to model 2 digit multiplication. Another reply had a picture of another method that helps students visualize the partial products used to multiply 2 digit numbers. Every skill is a little different so it's not one thing that can be summed up.

No, a strategy and formula are not the same thing. I guess that's a big difference with the two methods. Now kids are expected to read a story problem and determine what strategy will work to solve it. Before they would follow a formula that told them, "If them problem says _________, then you multiply." That really only works for low level problems. Kids could memorize some key phrases and work the answers, but many of them didn't really understand why they were doing what they were. So when they're given more complex problem or ones that lack key phrases they were lost. Teaching multiple strategies prepares them for real world math. Teaching formulas just helps them with math tests.

Quoting VeronicaTex:This is fascinating.

How does a student anaylyze in a different way as compared to what I shared with you?

Are you and I using "strategy" and "formula" in the same way?

Please give me an illustration of what you are describing-analyzing.

Thank you!!!!

Veronica

Are Word problems part of the "New Math"?

Are Parents, especially younger ones, seeing this might be different friom the way they were taught?

I think the issue is worse with older parents. But yes.

Thank you in advance, ladies,

I am so glad you call if quits on nights of homework torment. I have raised 4 kids...I used to stress out about homework, and math strategies (lol), etc. Now I learn to trust my gut. My mommy gut. Don't be afraid to listen to your gut...even if other people don't agree. As far as the math....as an elementary teacher of 20 years and mother, I know that parents know their children best. If that math strategy works then great, if not find a new one. A great website for math ( explains it and recommends simple ways) is http://www.math-games-and-activities-at-home.com/. My kids are loving math.

I wonder if it sthe same Math curriculum they are using here in Dade... it make NO SENSE and is SUPER SUPER confusing.

Its got the kids all confused and us parents too.

If I wanted to find a Math program that would teach my DS the "new" way, what should I be looking for? He's in third grade and just starting multiplication. I love math and would like my DS to at least like math too. I think, from that one example, that both of us could do that and it would make sense to us.

Oh my, we are going thru this right now. Granted my Daughter is struggling to remember the multiplication tables she learned last year BUT. I just posted my FRUSTRATION on my facebook page lastnight and it is amazing to me that so many others feel this way too. Most of them telling me to just wait, it only gets worse, to which I say THANKS =(

I can see why you are frustrated. It looks confusing. Perhaps when you talk to the teacher you could suggest that she draws lines between the numbers all the way down to help the kids keep the numbers in the proper place. Touchmath.com has some really great worksheets for free that she can download and use as a template.

The new way that they're teaching integers now was confusing to my kid. Instead of -9 - 4 they now teach it as -9 + (-4). She didn't know what to do with the extra sign! I tried to tell her to just ignore the "+" sign and follow the rule of adding 2 negative numbers, but her teacher was teaching it that way and it took months for her to get it.

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- maxswolfsuit

Max on Oct. 14, 2012 at 10:25 AM