How Not to Teach Math

06/02/2008

Be not afraid of life. Believe that life is worth living, and your belief will help create the fact.
Henry James

In his Exchange article, "Math in Early Childhood," which serves as the basis for the latest Exchange Out of the Box Training Kit, Francis Wardle highlights many problems with the way math is approached in the early years including gender stereotypes and inappropriate curricula. Here are just a few excerpts from this thought-provoking article...

"Studies show that children who play with unit blocks in early childhood do better in algebra in middle school. But it’s important to note that the outcome of playing in the block area is not demonstrated until middle school! Math standards during the early years will automatically focus on low level, rote skills: memorization, repetition, and adult views of math knowledge. What makes this most destructive is that young children are operating within Piaget’s preoperational stage, which means they cannot think logically. Thus, bureaucrats creating standards and assessment often include things that children this age simply cannot even do....

"Math knowledge and dispositions are not created in a vacuum. Math is about manipulating things: objects, shapes, concepts, and relationships; reproducing and documenting the world; and constructing, building, and estimating....Thus, we must provide a myriad of opportunities for young children to have direct, concrete experiences in the real world. What is the value of discussing the speed of light if you don’t understand light? Seeing snow accumulate day after day is a real way to understanding increase in quantity. Carrying a large boulder teaches about mass; swinging on a rope about force, angles, and speed. Field trips, extensive classroom projects, exploration in nature, extensive use of the playground, observing the weather, etc., must all be central to our math curricula."

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For more information about Exchange's magazine, books, and other products pertaining to ECE, go to www.ccie.com.