Molte Vs. Concept Learning
An analogy for rote vs. concept learning in math:
It's similar to the difference between memorizing sight words vs. sounding things out when teaching reading.
Yes, we all need some rote memorization/sight words in K-2 (otherwise words like the and through would make no sense). But by 3rd grade, sounding things out is very needed - there are just too many new words you'll encounter to make it otherwise. Even if you don't teach a kid to sound words out, by third grade those with a knack for reading will have figured it out on their own, but those who haven't will need to be taught. Some will find ways around sounding words out, like reading for context or using a dictionary, but they'll still need some help. For example, I mispronounced "ennui" …show more content…
Basic rote will get you by until it's time for algebra. At that point, those with a knack for math will have found their own way, either by reasoning out number concepts on their own or by following good instruction. But it's going to be much, much harder if they don't get conceptual math (like sounding it out). It's something you need in your toolbox in order to do the crazy hard stuff, like reading Shakespeare (imagine that without sounding things) or dense academic articles (ugh ugh ugh, WHAT ARE THEY TRYING TO SAY?!?)
Learning words by memorization only will get you literate enough to read a newspaper, but you might struggle to read a really great novel. Learning math by rote will get you far enough to understand your mortgage, but you won't be set up for jobs in banking.
Common core is to math what phonics is to reading. Teaching kids math by rote only disadvantages them in the long them. Sure, those gifted in maths will figure out number concepts on their own, just like kids gifted in reading will figure out phonics on their own. But what about those not naturally gifted in that area?
I struggled with math until my mid 20's. Then I lucked up on a great statistics teacher and a retail job that made me work with numbers in a different way every day...and I finally *got* it. I'll never be a mathematician, but I'm a dab hand with
It's similar to the difference between memorizing sight words vs. sounding things out when teaching reading.
Yes, we all need some rote memorization/sight words in K-2 (otherwise words like the and through would make no sense). But by 3rd grade, sounding things out is very needed - there are just too many new words you'll encounter to make it otherwise. Even if you don't teach a kid to sound words out, by third grade those with a knack for reading will have figured it out on their own, but those who haven't will need to be taught. Some will find ways around sounding words out, like reading for context or using a dictionary, but they'll still need some help. For example, I mispronounced "ennui" …show more content…
Basic rote will get you by until it's time for algebra. At that point, those with a knack for math will have found their own way, either by reasoning out number concepts on their own or by following good instruction. But it's going to be much, much harder if they don't get conceptual math (like sounding it out). It's something you need in your toolbox in order to do the crazy hard stuff, like reading Shakespeare (imagine that without sounding things) or dense academic articles (ugh ugh ugh, WHAT ARE THEY TRYING TO SAY?!?)
Learning words by memorization only will get you literate enough to read a newspaper, but you might struggle to read a really great novel. Learning math by rote will get you far enough to understand your mortgage, but you won't be set up for jobs in banking.
Common core is to math what phonics is to reading. Teaching kids math by rote only disadvantages them in the long them. Sure, those gifted in maths will figure out number concepts on their own, just like kids gifted in reading will figure out phonics on their own. But what about those not naturally gifted in that area?
I struggled with math until my mid 20's. Then I lucked up on a great statistics teacher and a retail job that made me work with numbers in a different way every day...and I finally *got* it. I'll never be a mathematician, but I'm a dab hand with