Hmmm-- well, I don't really see what the OP is describing as problematic in the context of how math curriculum is designed these days. If anything, this touch-and-return method seems IDEALLY suited to the spiraling curriculum.

I wouldn't worry about it. He sounds like he's getting out of it what he can/desires and then moving on, and it actually is a pretty decent match for the way schools approach teaching these days. I wouldn't tweak that too much!!

You'd have more trouble with a kid that takes this attitude and has actual-- real-- mastery that fast, because then when they see the topic again, there is sneering and refusal to do anything at all because they "already know this stuff"(and they really do, see, that's the problem).


Schrödinger's cat walks into a bar. And doesn't.