Reply To: Lesson 4-2: Automaticity vs. Memorization

[Jackilyn Wolford]

Since most teachers were taught math through memorization, and most students are still taught math through memorization, it is very important that I, as a middle school math teacher, really try to spark student’s curiousity into WHY these memorized math things work.

I really want them to have a deeper understanding of math instead of just seeing a few numbers in a story problem and thinking: should I add them, subtract them or multiply them?

It’s interesting when you ask students to “restate the problem in your own words”, they can’t. And when I question: why would you multiply those two values? they have NO idea.

I can’t wait to use the notice/wonder concept with re-written problems in my classes. I think that is a game-changer, to get them interested and asking why instead of just expecting memorization of facts & formulas.

[Jackilyn Wolford]

Since most teachers were taught math through memorization, and most students are still taught math through memorization, it is very important that I, as a middle school math teacher, really try to spark student’s curiousity into WHY these memorized math things work.

I really want them to have a deeper understanding of math instead of just seeing a few numbers in a story problem and thinking: should I add them, subtract them or multiply them?

It’s interesting when you ask students to “restate the problem in your own words”, they can’t. And when I question: why would you multiply those two values? they have NO idea.

I can’t wait to use the notice/wonder concept with re-written problems in my classes. I think that is a game-changer, to get them interested and asking why instead of just expecting memorization of facts & formulas.