Our education system is failing our most vulnerable students. This book addresses the core reason children have difficulty with math, which is they don't learn the language of math in early childhood, the critical time to learn language.
Math is often taught as a task oriented activity. In preschool, children add with pebbles. In elementary school, children fill out rote worksheets. Children are doing all of this busywork just when their brains are in high gear for learning language, including the language of math.
Some children hear mathematical terminology at the dinner table, or in everyday conversations, in their first years of life. They will become increasingly proficient. Others will be introduced to math terminology and concepts much later when their brains actively blocking out new language patterns.
Many children, who have successfully figured out the algorithms of their native languages, think they are too dumb for the relatively simple algorithms of elementary-school math. I will argue that the reason is the delay in the introduction to the vocabulary and concepts of math. By shifting emphasis in early childhood education from task-oriented math to an exploration of mathematical ideas, we can help children learn the language and concepts of math as part of their native language.
|Publisher:||Evelyn Raiken Lewis|
|File size:||338 KB|
About the Author
Evelyn Lewis is a certified institutional review board professional. Through her work, she was introduced to current research in brain science and language acquisition through her job at the University of Washington Office of Research. By applying this research to her experience as a parent and math tutor, she came to understand why so many children can't seem to learn math, even though they had no trouble learning their native language, whose rules, or algorithms, are much more complex. Additional research pointed to the same conclusion, that math vocabulary and concepts, similarly to all language constructs, is most easily learned in early childhood.