> >Educators who support the new math say that old-fashioned teaching
> >through memorization and rules produced generations of people who hated
> >math and never deeply understood it.

It should go without saying that not all people will like (or 'get') all
subjects and excel at them.  The problem I see with not "teaching through
memorisation and rules" is THIS can apply to anything, reading, (w)riting, or
'rithmetic.  Just recall how numb and dumb some are about geography ... unless
someone can put the nation crazy quilt together as a cohesive and systematical
whole , France could be next to Zimbabwe which could be next to Fiji.  Another
example of education analogous to the first two of the three pigs's houses; the
third pig's house had a good foundation and he went to market with the
expecttion he'd have something to return to time and again.

I can also see this fluidity on rules with regard to reading and writing.  As
long as it makes sense to the kid, who cares who else can read his or her
writing.  As far as math is concerned, it's the sense of application that makes
it boring ... if the kids can see no use for it, it won't be important.

A<>E<>R



Integrity has no need of rules. -Albert Camus (1913-1960)
+ + + + + + + + + + + + + + + + + + + + + + + + + + + +
The only real voyage of discovery consists not in seeking
new landscapes but in having new eyes. -Marcel Proust

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