On Fri, Jun 21, 2013 at 10:19 AM, Wayne Bishop <email@example.com>wrote:
> Perhaps I'm not following people carefully enough but I had the idea that > you were dissing the importance of competence (read automaticity) in > arithmetic through ordinary fractions, ratio and proportion, and > percentages starting from early grade timed fluency with elementary number > facts. I consider it to be the most important part of the mathematics > educational program, particularly for low socioeconomic and weak education > background community students (as was I). Far too many pileup deficits > from which they can never recover whereas those with early success (that is > usually learned through school as opposed to reading readiness which has > huge family/community reinforcement prior to Day 1 of kindergarten) they > can be well on their way to upward mobility through education. What a deal. > > Wayne > > Part of the anthropology here is kids prefer those timed tests of automaticity be conducted in the privacy of their own bedrooms where they run Mathblasters or the like.
Smartphones have their flash cards for math facts.
I use them (smartphone flashcards) myself to close the time gap between seeing a Hiragana or Katakana character and matching it with a Latinate phonetic letter-pair (these "Kana" are consonant-vowels mostly). Su Shi. I stand there at bus stops, flashing away. No special building required.
The old idea of a teacher calling on a Buckwheat impersonator (see 'Mr. Lonely' by Harmony Korine) whom the kids then laugh at (he got 3 x 7 wrong hyuk what a dork), because he hasn't been "learning"... that's a fading nostalgic dream in the minds of the farm families who lived them. Andy Griffith Show stuff.
Want GED math competence? Stay home, boot up, tune in.
Want to get ridiculed, teased, maybe beaten by uncivil USA kids, legendary the world over? Go to "school".