Think: verbs
The same is true of math. It can be viewed as a language, and the goal is fluency. The mathematical formulas are a few of the vast vocabulary required of your child. Think of them as the verbs. But to focus on the facts is to lose all the other “parts of speech” that work together to communicate.
How does a child actually best learn math?
Stanford Professor Jo Boaler says, it is by regularly using them. And how do you get them to use such skills outside of speed drills? By presenting compelling and challenging problems that require them to think through multiple ways to solve them.
There’s hope Boaler believes American schools may see a lot of improvement in this area over the next decade, as the new Common Core Standards (and thus all aligned curriculum) specifically do not emphasize rote memory. Instead, they put a much greater emphasis on flexible thinking to solve real problems. Since rote memory, flash cards, and math formulas in general can be a real challenge to our students with dyscalculia, this change in curriculum may also mean less anxiety in the classroom for students with disabilities.
Taking a little longer to learn math may just mean finishing a test a little slower, in the same way some children finish an essay a little slower, without the humiliation of failing repeated timed tests. That’s great news, and it buys parents (and children) time as they address the true causes of their child’s disability. Instead of over-focusing on the symptoms (what the child hasn’t memorized yet), we hope this change will help parents to focus more on the developmental pre-skills that will lead to better memorization. To learn the three startegies we use to help children overcome a problem learning math Click Here
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