To Susan Addington....Hi. In reply to yours of 6th November.... I think rote counting is part of the problem. As for it "not being broken" I cannot answer that for you in the USA (but reading your press one gets the impression it is.)(...and I don't believe all I read ..... but I would like to see one of the "math experts" defend the position.) The counting bit is only part of it! My position is that broken or not, what we have been doing (and continue to do in many places) IS NOT GOOD ENOUGH for the future. (Does not the Geom Centre shout that from the hill tops????) In the UK we looked at what we should be doing for the future and came down with "UNDERSTANDING" looming large throughout our mathematics. I refe you to the report "MATHEMATICS COUNTS" ISBN 0 11 270522 7 and to the numerous research findings contained therein. As for the USA, I can only repeat my initial words to Anne. If you are teaching children to understand number how does rote counting fit in? Is it really the start
As you are at the Geometry Centre perhaps you would be interested in another question I put to Anne and that is....... why do "we" teach children there is such a thing as a "thick circle"? (They do this in Scotland where the kids were tested and "thick circle" was NOT accepted as a correct response but "cylinder" was.) Just a thought!