We have kids who have trouble doing basic, two digit multiplication and even addition because they have to stop and think about if 2x6=12. That' crazy; you shouldn't have to look that up or even think about it much.
Now, there are many ways of committing things to our memory; it doesn't have to only be rote learning (although that is one way and should be used when appropriate), but it is rather important at the basic level just because it makes the more advanced things come more easily.
I wasn't trying to say that kids should be using reference charts every time they wanted to do basic arithmetic, although I didn't qualify my statement I admit. I'm thinking more along the lines of the formulas that I used cheat sheets for in engineering. It didn't hurt my learning development to not learn all that stuff, the cheating I did was more than satisfactory, and the way I would do it in rea world application.
I understand completely.
Beginning at about the jr. high level through high school, you SHOULD be able to start transitioning over to learning what to use, when to use it, why/how you use it, and where to find that information.
But our educational system has taken the notion to teach this at the elementary level and do away with rote/memory learning of the basics. Well, you can't do the advanced work if the basics don't come easily (like driving), and that's what we are seeing now -- it's going to be a real problem imho later on. Good memory serves a function in cognitive ability/brain health especially as we get older...what happens to these kids when they get older and have not developed those neural connections in the brain? (on top of having to stop and think about basic things while doing advanced work)
I agree that if you don't memorize your times tables, you are going to have a rough time. It needs to be automatic when you see that sort of thing. I didn't know that they stopped doing that.
I agree completely. As long as kids know what to do and why they are doing it, they don't need to memorize what they can simply reference.
We have kids who have trouble doing basic, two digit multiplication and even addition because they have to stop and think about if 2x6=12. That' crazy; you shouldn't have to look that up or even think about it much.
Now, there are many ways of committing things to our memory; it doesn't have to only be rote learning (although that is one way and should be used when appropriate), but it is rather important at the basic level just because it makes the more advanced things come more easily.
I wasn't trying to say that kids should be using reference charts every time they wanted to do basic arithmetic, although I didn't qualify my statement I admit. I'm thinking more along the lines of the formulas that I used cheat sheets for in engineering. It didn't hurt my learning development to not learn all that stuff, the cheating I did was more than satisfactory, and the way I would do it in rea world application.
I understand completely. Beginning at about the jr. high level through high school, you SHOULD be able to start transitioning over to learning what to use, when to use it, why/how you use it, and where to find that information. But our educational system has taken the notion to teach this at the elementary level and do away with rote/memory learning of the basics. Well, you can't do the advanced work if the basics don't come easily (like driving), and that's what we are seeing now -- it's going to be a real problem imho later on. Good memory serves a function in cognitive ability/brain health especially as we get older...what happens to these kids when they get older and have not developed those neural connections in the brain? (on top of having to stop and think about basic things while doing advanced work)
I agree that if you don't memorize your times tables, you are going to have a rough time. It needs to be automatic when you see that sort of thing. I didn't know that they stopped doing that.