Many mathematicians and some math educators are aware that a lot of the stuff that passes for “math” in schools is simply number manipulation, or rote memory of math “facts.” [...]
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The previous post was about the value of learning conceptually before you start practicing for skill. There is an alternative argument that argues for the opposite. Many pedagogues try to plead the case that first you must teach the “basics” (meaning the basic skills, like the “multiplication facts”) before you can expect a child [...] There seems to be a big “fight” about “which should you teach first, math skills or math concepts.” A popular example is the “multiplication tables” versus the concept of multiplication (as repeated addition, for example). It’s a pretty good bet to say that when memorizing things it’s easier if you can relate the objects. Like [...] |
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