Here is a subject I never, ever, ever thought I would post about. Math! First, as many of you may know, I have to admit something. My name is Shawna and I am a list checking perfectionist. Before this year I had always viewed math as something to be dealt with, moving from lesson to lesson, just trying to finish the book in our allotted time. (List checking at its worst!) I have come to realize this year that mastery is more important than finishing the book. In the early years math builds upon itself so much that a bit of time taken off to make sure that multiplication is thoroughly learned will alleviate much heartache and headache in the future. Is this not one of the reasons I love the homeschool lifestyle is that it promotes mastery?
Each new year in the elementary grades (in most curriculum) starts back at an earlier point to review so that anything that was grazed over the year before will be brought up again. And while I always loathe to compare to public school did you realize that, according to statistics, most teachers teach about 75% of a text? Oh for a text that did not make me guilty by having more lessons and tests than there are in my 180 day school term! :)
I have been putting more emphasis on mastery with my eight-year-old by using speed drills. For her text work in math we use Abeka but there are sooo many problems that I choose work for her to do. If she has mastered her facts then why do endless repititions of a type of problem? If her facts are mastered then working a long division problem is not a matter of multiplication facts in reverse, it is a matter of knowing the correct steps that need to be worked to do this type of problem correctly. I would rather her do one problem perfectly correct and check it herself than to do many of said problem and be tired and sloppy with her math before the end.
I read something earlier this year, I am sorry I do not remember what it was, but it was a lightbulb moment for me. It was describing math in a one room schoolhouse. The children did work on the board with a teacher, they had oral drills, even speed drills as a competition, and they had a "hard problem" to work on their slate. One that challenged them and made them think. They had their facts down, they then put them to use. That is more of what I want in our math.
"The chief value of arithmetic, like that of the higher mathematics, lies in the training it affords to the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders. There is no one subject in which good teaching effects more, as there is none in which slovenly teaching has more mischievous results." Vol 1 p254 Charlotte Mason
When I read this I also think about what I see happening in our society as a whole. Less emphasis on thought and more on feeling. How important it is to teach our children to think and reason!
1 comment:
Ruth Beechick in You CAN Teach Your Child Successfully says, "The 'utility' purposes of arithmetic are largely met when children know basic arithmetic facts from memory and can calculate in the four basic operations. But you can aim beyond that. Mankind for long ages has reached out for principles and patterns and other higher understandings, and students today still find challenge and satisfaction when their minds grasp some of this intellectual heritage." (emphasis is mine)
That quote reminds me of your Charlotte Mason quote. I love that Ruth Beechick gives children so much credit for not only being able to master math but also points out that that mastery is even satisfying when it's achieved!
I'm sure I've been guilty of depriving my kids of the satisfaction of mastering a math concept because I, too, tended to be a list checker in our homeschooling. Allowing my kids to "feel" a great accomplishment is a feeling I can live with!
Great post, Shawna!
Susan
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