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Home : 2008 : Sep : 14
I know in my experience the upper grade teachers have commented that the kids don't know their math facts, or give blank stares over certain content. They come to us in the previous grade not to blame, but to find out what we did so they don't do the exact same thing. If we did "multiplication mountain" then they will do either something different, or add a twist. If we did XX, they'll do ZZ. This year I've learned that it is a complete building thing - the kids do get the "stuff" from their previous years at all grade levels, but the summer brings a bit of brain "mush" and it takes a while to find it again. We're looking at some building wide solutions, at least to the math facts, which seems to be the biggest issue. The kids leave 2nd grade knowing their addition and subtraction facts, forget them, in 3rd grade too much time is spent on those facts instead of multiplication, and it compounds from there. I am guilty of "venting" at times, but more and more I'm seeing how it is less negative and more of a problem solving approach to supporting all the learners in the building - both students AND teachers!
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