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Understanding New Math: A Parent’s Perspective
As someone who has always struggled with mathematics, I have a unique vantage point when it comes to the contemporary approaches to teaching math, commonly referred to as “new math.” Growing up in the 70s and 80s, I was raised in an era that didn’t embrace the growth mindset; we either excelled in math or we didn’t. I fell into the latter category.
Now, as a parent of four, with three children enrolled in Florida public schools, I find my children tackling math in a method that may appear daunting to me. It often seems convoluted with its boxes, hashmarks, and extensive word problems. Concepts like arrays and addition sentences leave me puzzled. Often, I wish I could simply respond, “I used math,” when asked to explain my reasoning behind an answer.
However, contrary to what one might expect, I don’t harbor disdain for this new approach. As someone who has faced challenges in mathematics, I appreciate the effort to break down complex concepts so children can grasp the fundamentals of mathematics. In my education, rote memorization was essential; if I forgot a formula, I was at a loss. My children, on the other hand, seem to have a more intuitive understanding. They still memorize their multiplication tables, but they engage with math in ways I never could.
For example, during a recent visit to my second grader’s classroom to teach a Math Superstars enrichment lesson, a young boy confidently shared an alternative method for solving a word problem. His explanation, although different from mine, was equally valid and resulted in the same answer. I was surprised but impressed. Another child, when presented with a problem, was already sketching out his solution before I could offer guidance. He confidently wrote down the correct answer. This level of comfort with numbers and alternative problem-solving methods would have been unimaginable for me at that age.
Many parents express frustration with Common Core, linking it to the new math approach. While I have my own reservations about the Common Core standards and the excessive testing my children face, I believe the new math has its merits. It doesn’t dictate the curriculum but encourages innovative problem-solving. Although it may seem complex and requires more effort, it fosters deeper thinking and engagement with mathematics—something I missed out on.
When my child encounters a challenging math problem, I strive to assist them. Yet, when I find myself perplexed, I feel at ease sending a note to their teacher with my questions. Their educators understand that not every parent is familiar with “new math.” My discomfort with the material doesn’t seem to impact my children, who continue to learn effectively and adapt to this new educational landscape.
In conclusion, while the teaching methods may differ drastically from what I experienced, they seem to be serving my children well. They are learning math in a way that is both engaging and effective, which, even to my math-challenged brain, adds up.
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