mathematics question
dinalauzon
Okay, so I have been unschooling for awhile but I am still stuck on
a few things. We followed a math curriculum non-consistently for
about a year and a half, but other than that my kids have been
learning math as needed. (Mostly when we play games, cook, or talk
about money) My question is this: is the idea to wait to show them
how to do "computations" (like adding numbers that are more than one
digit, the concept of multiplication, division, etc.) when they ask
how to do that kind of stuff...OR... do you show them how to do it
before they get into a situation where it would be helpful to
already know it? My kids get frustrated when we are doing something
that requires math skills and they don't know how to do it (like the
whole concept of multiplication instead of adding) but not
frustrated enough that they ask "I want to learn how to....". I
have chalked it up to their ages (11 and 8) and that they are just
not old enough to understand that it is helpful to figure things out
when you have a mathematical procedure to do it.
Any insight on this? Thanks!
dina
a few things. We followed a math curriculum non-consistently for
about a year and a half, but other than that my kids have been
learning math as needed. (Mostly when we play games, cook, or talk
about money) My question is this: is the idea to wait to show them
how to do "computations" (like adding numbers that are more than one
digit, the concept of multiplication, division, etc.) when they ask
how to do that kind of stuff...OR... do you show them how to do it
before they get into a situation where it would be helpful to
already know it? My kids get frustrated when we are doing something
that requires math skills and they don't know how to do it (like the
whole concept of multiplication instead of adding) but not
frustrated enough that they ask "I want to learn how to....". I
have chalked it up to their ages (11 and 8) and that they are just
not old enough to understand that it is helpful to figure things out
when you have a mathematical procedure to do it.
Any insight on this? Thanks!
dina
Lisa H
Dina.
Listening to my dd (11.5yo) solve mathematical situations is facinating and
definately not the way i would have explained a solution. She has her own
way of thinking to figure out how to add multi-digit numbers, subtract,
multiply and divide. It has nothing to do with the formal "training" that
you'd find through conventional worksheets but it works just fine for her.
Kids will learn through their interests. She has learned to manage numbers
through money handling, sales of her crafts and budgeting for art classes
she teaches. I've seen kids learn mathematical thinking skills through lego
building, computer games, construction projects and baking.
Funny about two months ago my dd put some numbers together and gave me the
result. When I asked her how she arrived at that she explained it in terms
of multiplying by 8's and then added the remainder....i never never never
would be able to multiply by 8's...5's or 10's yes...but 8's - you've gotto
be kidding. But her mind has figured out a methodology that works for her
based on her own experiences.
I would imagine as her interest in sewing grows she may learn concepts of
geometry, trignometry and from knitting she may learn algebra. Perhaps.
I have seen unschooled kids (teens - of varying ages) sit down and teach
themselves formal math from curriculum out of their need to create computer
animation or in one case from the desire to learn it as they have seen their
peers in school learn. Or because they need to pass a certain test in order
to go to a technical school they want to attend. But in these cases it came
from thier desire...not because some parental authority decided they need
it.
Lisa Heyman
Listening to my dd (11.5yo) solve mathematical situations is facinating and
definately not the way i would have explained a solution. She has her own
way of thinking to figure out how to add multi-digit numbers, subtract,
multiply and divide. It has nothing to do with the formal "training" that
you'd find through conventional worksheets but it works just fine for her.
Kids will learn through their interests. She has learned to manage numbers
through money handling, sales of her crafts and budgeting for art classes
she teaches. I've seen kids learn mathematical thinking skills through lego
building, computer games, construction projects and baking.
Funny about two months ago my dd put some numbers together and gave me the
result. When I asked her how she arrived at that she explained it in terms
of multiplying by 8's and then added the remainder....i never never never
would be able to multiply by 8's...5's or 10's yes...but 8's - you've gotto
be kidding. But her mind has figured out a methodology that works for her
based on her own experiences.
I would imagine as her interest in sewing grows she may learn concepts of
geometry, trignometry and from knitting she may learn algebra. Perhaps.
I have seen unschooled kids (teens - of varying ages) sit down and teach
themselves formal math from curriculum out of their need to create computer
animation or in one case from the desire to learn it as they have seen their
peers in school learn. Or because they need to pass a certain test in order
to go to a technical school they want to attend. But in these cases it came
from thier desire...not because some parental authority decided they need
it.
Lisa Heyman
soggyboysmom
Model it for them - when -you- are calculating cooking times or
measurements, sales tax or miles per gallon, work it out out loud
instead of just in your head. When you are playing games, calculate
scores out loud - okay I've got 5 twos so 2 5 times equals 10. If
you're getting ready to go somewhere "Hmm it's 2:15 and we need to
leave at 2:30 so we have 15 minute". Not as a "teaching" activity
compulsively but just open up your thought processes to them a bit
and when they see the need for something, they'll have a start on
how to go about it.
measurements, sales tax or miles per gallon, work it out out loud
instead of just in your head. When you are playing games, calculate
scores out loud - okay I've got 5 twos so 2 5 times equals 10. If
you're getting ready to go somewhere "Hmm it's 2:15 and we need to
leave at 2:30 so we have 15 minute". Not as a "teaching" activity
compulsively but just open up your thought processes to them a bit
and when they see the need for something, they'll have a start on
how to go about it.
[email protected]
In a message dated 1/21/2005 12:55:00 PM Eastern Standard Time, "soggyboysmom" <debra.rossing@...> writes:
Everything else can be done out loud---I think out loud ALL the time (I talk to myself too!). We were at Cape Cod after last year's conference, and I saw a seagull. Out loud, I said, "I wonder why the gulls up here are darker than the ones down South." I wasn't looking for an answer. Just wondering...out loud. We talked about seagulls and climate and sand color and feathers and temperature and other things for 20-25 minutes.
Sometimes this leads to brainstorming about how and why and when. Sometimes my wondering simply floats there in the air. <g> Both are OK. I'll keep blubbering anyway! <bwg>
~Kelly
>Right. "Math Out Loud"
>
>Model it for them - when -you- are calculating cooking times or
>measurements, sales tax or miles per gallon, work it out out loud
>instead of just in your head. When you are playing games, calculate
>scores out loud - okay I've got 5 twos so 2 5 times equals 10. If
>you're getting ready to go somewhere "Hmm it's 2:15 and we need to
>leave at 2:30 so we have 15 minute". Not as a "teaching" activity
>compulsively but just open up your thought processes to them a bit
>and when they see the need for something, they'll have a start on
>how to go about it.<<<<<
Everything else can be done out loud---I think out loud ALL the time (I talk to myself too!). We were at Cape Cod after last year's conference, and I saw a seagull. Out loud, I said, "I wonder why the gulls up here are darker than the ones down South." I wasn't looking for an answer. Just wondering...out loud. We talked about seagulls and climate and sand color and feathers and temperature and other things for 20-25 minutes.
Sometimes this leads to brainstorming about how and why and when. Sometimes my wondering simply floats there in the air. <g> Both are OK. I'll keep blubbering anyway! <bwg>
~Kelly
Ren Allen
"But her mind has figured out a methodology that works for her
based on her own experiences.
I would imagine as her interest in sewing grows she may learn
concepts of
geometry, trignometry and from knitting she may learn algebra.
Perhaps."
I think she definitely will...she just won't know it's called
anything other than "sewing".:) Algebra is solving for the unknown.
We do that all the time in life really, and the mind best prepared
for the formal aspects of these math forms, is one that has used
them in natural forms for a long time,just having fun.
I love that these unschooled kids are free to find their own
methods. It's really the only way to tailor learning to the
individual...letting them creatively use their minds the way that
suits them best.
In school, I could come up with the answers, but if I didn't show
THEIR method, I would get it wrong. ARGH. My mind worked differently
than the way they were forcing me to "learn". Such frustration.
I ended up convinced I was bad at math and really didn't care. I had
knots of frustration and anxiety when using numbers. It's only in
the last few years that I've been able to see math as FUN and
calculate numbers without my former stress.
Just another issue unschooling healed.:)
Ren
based on her own experiences.
I would imagine as her interest in sewing grows she may learn
concepts of
geometry, trignometry and from knitting she may learn algebra.
Perhaps."
I think she definitely will...she just won't know it's called
anything other than "sewing".:) Algebra is solving for the unknown.
We do that all the time in life really, and the mind best prepared
for the formal aspects of these math forms, is one that has used
them in natural forms for a long time,just having fun.
I love that these unschooled kids are free to find their own
methods. It's really the only way to tailor learning to the
individual...letting them creatively use their minds the way that
suits them best.
In school, I could come up with the answers, but if I didn't show
THEIR method, I would get it wrong. ARGH. My mind worked differently
than the way they were forcing me to "learn". Such frustration.
I ended up convinced I was bad at math and really didn't care. I had
knots of frustration and anxiety when using numbers. It's only in
the last few years that I've been able to see math as FUN and
calculate numbers without my former stress.
Just another issue unschooling healed.:)
Ren