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Emphasize mastery of computational skills (66)
Don't emphasize mastery of computational skills (5)
Emphasize mastery of computational skills:
9 More basics rather than teaching to the tests (CRTs, MSPAPs?) etc.
7 More practice with multiplication, division, square root
1 More attention to basic skills, addition, subtraction, and to mental math
4 Need to teach basics of addition/subtraction multiplication!!! and division
4 Reinforcement of basic addition, subtraction, multiplication, and division
7 Basic arithmetic
2 Basic computational skills
4 The summer package was too difficult. My student could have used just a lot of addition, subtraction, multiplication, & division
K Addition and subtraction
2 Math needs a lot of practice
2 Like reading, there should be continuous exercises & homework that should be done every day. Read every day for 10-15 mins -- do math exercises every day for 10-15 mins. Create workbooks to support this!
1 More math work at school (repetition)
3 Tables & formulas
2 More practice exercises. Use appropriate materials, it's corresponding to the grade with correct sketch.
9 More practices
1 Should focus on basic math skills. I spoke to my child's teacher about the math curriculum (grade 1) and she said research has shown that doing 10 math problems has the same benefit as doing 100 math problems. She also believes that younger kids should be taught concrete math & not abstract math. I do not agree with this philosophy. This is the reason why she assigned only very little math homework and this is why my child is still using his fingers to count instead of doing math mentally. Though concrete math is OK for kindergarten, to still be using it throughout Grade 1 I believe is creating a resistance in the child to learning abstract math: once the child is set in his way of doing math, it is very hard to change.
More focus on basic math skills of addition & subtraction & teaching more challenging math. Reduce greatly or eliminate all the time wasted on making the kids cut & paste & draw & color for math problems! Give more math homework. Math can only be mastered with practice. Teach & give harder math homework. Teach addition & subtraction concurrently (instead of only addition for first half year). E.g. 2+8=10, 10-2=8. To teach only addition for such a long period of time creates a mental block in the child and makes it hard for the child to "switch gears" later on and creates the feeling that subtraction is harder than addition.
2 More practice
4 They need to spend more than 45 min. on math a day -- more drilling in the basics
2 Drilling of subtraction & addition
3 Increase drills, computation problems in early grades
4 Feel it is important for rote learning. They need continual practice
10 More repetition
2 More practice
1 More math practice
4 Please don't get too fancy. Be certain that our kids are able to remember the basics for the rest of their lives.
1 Review of basic computations, the various ways to arrive at the same answer needs to be demonstrated to students and many untimed self-assessment practices must fit in the school schedule.
K Q14: + & -
2 Subtraction
4 Division
4 Multiply/divide fractions
5 More work in fractions
7 Angles and fractions
1 I don't have that much experience knowing, but am pleased that he is doing addition, just getting into subtraction and counting money
6 Repetition
1 Studies show that repetition of basic skills (addition, subtraction, multiplication, division) increases math performance. Repetition should be done in as many ways as is possible (verbal, written, action, smell, images, etc.)
4 More practice/homework
1 Addition, subtraction, multiplication, and division should be tested early & often.
? Long division
3 More time on subtraction & division -- not all children understand that they are the opposite of addition & multiplication. This is the way it is taught, with very little time on division & subtraction but a lot on addition and multiplication.
3 More computation & problem solving
3 In third grade, there should be more focus on basic skills: addition, subtraction, multiplication, simple fractions, money, and time. The curriculum is too varied & unfocused right now, including geometry, coordinate systems, pre-algebra, area/perimeter measurements. Meanwhile, the basic skills are overlooked. Exposure to higher level skills is terrific after they're competent at basics.
2 More practice
K Making sure mechanical abilities to do arithmetic & lower level mathematics are taught
2 More exercises
1 The children should learn addition and subtraction by columns earlier, and there should be same emphasis on memorizing tables like spelling words.
2 Basic multiplication & division. Fractions
2 More work in school (repetition) and more homework
4 The child must have a thorough knowledge in whole numbers (add, subtraction, multiplication, division, fractions, decimals, etc. . . .). More practice assignments for understanding the concept.
3 Q11: No. Doesn't know basics
1 Follow-up work at consistency. For example, there would be 2-digit addition or subtraction for 1 week. But before my child can have enough practice to master this skill, which I think will take at least a month of practice with testing, I don't see similar assignment given again.
4 More practice!
K Always math study & practice regularly
3 Math needs a lot of practice. Students has to do enough exercises in math in school and at home.
4 More practice, more homework
2 Constant repetition of basics
3 More exercise
3 More repetition, more real-world problems to spark interest.
4 Grounding in basics
6 Review. They should have a more solid foundation reinforced.
4 More time spent in 3rd grade on basic multiplication and then division.
5 Giving more exercises, homework if necessary
6 Computation
3 More practice & repetitiveness on all math concepts, whether it is more homework or in the class
4 Enhance the ability to calculate
11 The students need to come out of middle school with better problem attack skills and better checking skills. Math means accuracy and if a solution is not verified, it is worthless. Checking a solution requires logic and creativity. This may be impossible to teach but it is so important. We have started teaching estimation in elementary school but it doesn't seem to carry over to being a method of checking algebra or geometry answers. The only way to improve is to solve as many problems as possible and to look at as many ways to check the answer as possible. Therefore, the middle school math student does not need to be introduced to more concepts but needs to get in as much practice as possible and needs to be tested on following a problem from start to solution to verification.
3 Don't let them estimate math. Since they're already known multiplication. Just let them practice to solve problems.
3 Solving problems and multiplication
6 I'm glad MCCPTA is conducting a survey about math to augment the audit conducted last Fall, but I don't think just answering the questions will be enough for me. I have a child in sixth grade, and one in third, and I think the shortcomings of math are legion. I sincerely hope whatever "solutions" are implemented do not constitute more of the nonsense that produced this disaster in the first place.
One report (quoted at the time in The Washington Post) states the authors are "puzzled" because student performance in math appears to be independent of teacher qualifications. Well, duh. One of the "dirty little secrets" no one ever acknowledges is that the curriculum is so lacking, many children pass only because their parents have taught them, or they have paid for tutors or learning centers.
The math curriculum is age-inappropriate and follows no logical sequence. Because too many concepts are crammed into each level of study, it is too fragmentary and disjointed for most children to learn much of anything. It eschews pencil work and drill in favor of manipulatives and calculators. This is akin to teaching children how to hit a baseball without having batting practice. They can tell you what to do, but that can't actually hit the ball!
The "achievement gap" also arises from the debris that is MCPS math. Since the most successful students are the ones who have been "home taught," it stands to reason that those with parents who are involved in their children's education will be successful. It follows that children with parents who are unable to help will not do well. Correlation with ethnic background is specious.
That the curriculum is a failure is obvious, but the solution also is clear. Go back to the basics. Teach concepts at the appropriate time and in a logical order, and stay on each one until proficiency (not just "understanding") has been attained. Drills are absolutely necessary for success in math. Advanced and abstract concepts should not be introduced until the children have matured enough to understand and apply them. There is a reason no textbooks follow the MCPS curriculum. (Hint: the books have it right!)
Mastery of addition, subtraction, multiplication, and division is crucial for success both inside and outside the classroom. It is far better for most chilren to wait the extra year and take algebra in ninth grade than to have it pushed on them before they are properly prepared. What's the rush, anyway? I seriously doubt that anyone's life will be ruined because he did not take algebra in eighth grade, but there is the real possibility that a negative experience could forever sour a student on math. Without a solid foundation, higher math is incomprehensible. Is it any wonder our students are so lost?
Thank you for giving me this opportunity to express myself.
1 Teach topics when appropriate (math/no. properties before HS is ridiculous)
7 Stick with the most pertinent curriculum objectives for each math course. Many of the booklets waste too much time on peripheral skills.
4 Eliminate or defer measurement objectives because they should be covered in science
Don't emphasize mastery of computational skills:
K Less emphasis on numbers, more on concepts (sorting, patterns, comparison & quantity), maybe include some math games in the centers -- although I haven't observed math in the classroom, I'm going mostly on what my child brings home.
2 Math in my child's advanced group is seemingly all memorization and drills. While valuable, my child is not getting much if any conceptual work. Also speed is stressed too much with the "minute for math" series. I want more complexity & logic in the curriculum.
K Teach more concepts, not just how to process a math worksheet
2 Math is not technique. More explanations about "why" are needed.2 Less busy work. Once a student can do a type of problem, there is no need to do hundreds of them!
2 Need a broader approach to math. More topics covered instead of repetition of basic concepts. Particularly with students who are [illegible]