Re: “Balance needed in teaching basic math skills,” Jan. 21
Thanks to columnist Geoff Johnson for expressing so well what many teachers of mathematics feel. Memorizing facts and rules are important. Without having some facts at our fingertips, we don’t have much to think with, let alone think about.
As a career math teacher, I have worked to combine learning arithmetic (computation) along with exploration of patterns (mathematics). My professional goal is to create students who learn to think mathematically.
It is disheartening to read that teachers still use phrases such as “they are not math students” and, as a letter to the editor suggests, students in elementary school are in need of tutors. The blame is often shifted to students. Blame is also often sent in the direction of the current text. As a contributing author, I will leave it to others to judge this one.
The current mathematics curriculum situation is complex and I don’t have a complete solution. My experience leads me to believe that it has to start with a desire to raise better student mathematicians, just as we have worked so hard to “raise better readers.” Many things are not easy at the beginning (playing piano or guitar, throwing and catching a ball, etc.). Teachers who provide appropriate practice that focuses on areas needing improvement, along with instruction and activities that foster curiosity, desire and interest in learning new mathematical skills, will likely go a long way to improving student attitudes, dispositions and performance in this most interesting of subjects.
Ken Harper
Victoria
