Recently, I posted a message in which I recounted an anecdote where my son figured out about how many miles was equal to 120 kilometers. Since then a few list members have commented about him having "great number sense" and something about complex thinking going on.
I thought you might be interested in knowing that, besides having to grow up with a teacher-mom he has:
--been in K-2 classrooms where "Math Their Way" was the dominant, though not exclusive, teaching stategy --3rd grade with a math enrichment day using Algebra blocks (?) --4th grade VERY traditional with lots of facts memorization and paper/pencil/book work --5th grade with more hands on, project oriented, Marilyn Burns type of philosophy --6th grade completing the 1st half of UCSMP Transition math (the school just switched from Saxon and are really just learning how to use this material)
I find it most interesting and enlightening to watch my own children progress through a school system and math programs. Watching their experiences and reactions to different approaches gives more insight (at times) than purely philosophical discussions.
Do we have any longitutinal studies that have followed the same group of kids through highschool and looked at their math achievement related to specific early math experiences? At times it seems that we make a lot of assumptions about what those in grades lower than we are teaching are teaching to the students before we get them.
Just some thoughts.
Rosemary Beck Resource Math Teacher/Technology Coordinator Holaway Elementary School Tucson AZ email@example.com