Gifted Issues Discussion homepage Forums Parenting and Advocacy How did you get that answer?

My heart goes out to here as my son has faced this in the past. Eventually, in 4th grade, he got permission to read quietly at his desk, which helped, but I fear that he raced through his 'work' to get to his book, so that was a possible downside. Also, although his teacher told us that she was happy for him to have something to do, she apparently didn't tell the class tattletale, who really irritated DS, then 9, by 'telling on him' on a daily basis, reportedly without the teacher ever stepping forward and supporting DS. I guess I shouldn't have even gotten started on this topic. Anyway, to my mind it is a measure of how far I progressed in my mentality that year. In October when the teacher cued us in that she was allowing him to read books in his desk at will, we were pleased and relieved because we felt that would help him be better behaved and be a better classroom citizen. By the end of the year, as it became clear that he was reading during class discussion, with one hand on the book and another in the air to answer any question that the teacher might chance to ask him, I had started to believe that we Adults had some responsibility to get him into an environment where he had a chance to acutally learn some new material, and learn how to learn as well. By the end of the year the fact that he spend so much time reading in his desk was the sign of a problem that needed to be addressed. We had shifted from a 'can we help him behave well?' to a 'can we met his learning needs?' perspective.

This is a much more difficult issue, IMHO, and I have not advice for you here. I guess I would encourage you to take the first step and bring up the issue with the teacher to see what's on the teacher's mind, so that you can share with DD your perspective, instead of leaving her to her own devices. Our kids can be perspective in such a narrow way that the miss the big obvious, and I think, need our help.

I can certianly remember the times I was in a 'no news is good news' mode, but, fortunatly or unfortunatly, this didn't usually last more than 2 months with my externalizing DS.

Smiles,
Grinity

This is how I do math in my head too - redistribution. I've been doing it since elementary school. And I did HORRIBLE in elementary school math. The crabby old nuns at my school wanted work done THEIR WAY. And I have degrees in math and csci. I'm actually thinking of getting a masters in education eventually so I can teach math (and maybe even a cert in gifted education!).

kimck and pinkpanther,
The real problem I think is elementary school teachers who hate math and who get very uncomfortable very quickly if asked to stray at all from the book. DS actually had a teacher who told me in a whisper that all she did with the math homework was check that it was done, mark it in the book adn throw it in the garbage because she hated math so much!

Pink--I'm so glad you teach math!
Kimck--would you consider teaching elem math! wouldn't it be great if the kids met someone who loved math and different perspectives on problems BEFORE they get to high school?!

This is what I'm talking about mainly, Dottie! If the 5th grader can solve for x in 3x+2=17, I think it's pretty obvious they know what's going on. After one or two examples to show they understand the "keep both sides equal" principle, it seems silly to require all the extra steps from then on out. And combining steps in higher level math if you're able just saves time and effort!

Ugh, I went nuts in grade school math!

Thanks. And yes, kimck, you should teach math!

I don't think I shared this when it happened, but right before Christmas, DD9 came home with a math question counted wrong that she knew was right. I usually don't look at her papers that much because she's such a good student, but DD insisted that I look at it. The question asked her to write 5x6 as a repeated addition problem, so DD wrote "5+5+5+5+5+5=30". The teacher counted it wrong, saying she should have written "6+6+6+6+6=30". I was really mad because DD has understood multiplication for years and knows it can be written either way. I emailed the teacher who said she was going to check on which way it needed to be written for standardized tests. This angered me even more! I insisted that it would not matter which way she did it, and that on a mc standardized test, both forms would not be choices in the same problem. I never heard back from this teacher on this. Very frustrating!

I guess she could be concerned that the student didn't understand that "5 times 6" litterally is 6, five times, but it sure sounds like the teacher doesn't understand the nature of multiplication. I hope she does, and is just assuming that you give her enough credit. Sad that teachers are in the position of justifying themselves on this level. But some have earned that position.

Frowns,
Grimity

Ugh! The second and third steps are really unnecessary, and I wouldn't make a kid write those unless they were really struggling. Even on the fourth line, why not just write x? I'm sorry you've got such a difficult teacher.

Sorry, Dottie! I didn't even notice the message, and I apologize. I've responded now. Sorry for the delay. I guess I need to pay more attention!

[/quote]I guess she could be concerned that the student didn't understand that "5 times 6" litterally is 6, five times, but it sure sounds like the teacher doesn't understand the nature of multiplication. I hope she does, and is just assuming that you give her enough credit. Sad that teachers are in the position of justifying themselves on this level. But some have earned that position.

[/quote]

I guess so, but DD does understand the meaning. Putting the multiplier in front is standard in the U.S., but different countries do it differently. There are lots of other math algorithms that are standard here but not in other countries. I've had foreign students who multiply using lattices or who subtract starting on the left. Different, but as long as it's valid, who cares?

HA! That's really funny! I don't know why we don't teach it that way here. It's so cool.