Today your mission is...
Before starting something today, ask yourself “What is it really all about?”
Ready, Set, Go
This question helps you make or recall the list of things that matter the most to you. It is a value affirmation question. Affirming your values before an activity gives you emotional support. It reduces anxiety and increases the will to persevere. But did you know that value affirmation also helps with problem-solving and with computational accuracy? Learn more at the Brilliant Report.
With kids, value affirmation can be as simple as recalling their favorite things before or during math activities: puppies, snowflakes, superheroes… Listen to the song from The Sound of Music for more ideas.
When working with grown-ups, we usually ask them to share their dreams. We’ve found that adults often share dreams together with worries. Not wanting to repeat past negative experience can be a powerful value affirmation.
As we plan activities for kids, it helps to keep dreams in mind. So here are two questions to get you started:
1. When it comes to your children and learning mathematics, what are your dreams? What is it really all about?
2. Imagine that your math dreams for your children came true. How do you see your children learn multiplication, and use multiplication?
Respond below!
Answer by Court · Apr 09, 2014 at 01:14 AM
My dreams include: that they don't hate math, that they know when and how to use it, and that they can learn to play around and have fun with it. If my dreams came true I would like to see them learning and using math in a natural setting with everyday objects and finding everyday uses for multiplication.
Answer by Unkwantabisa · Apr 09, 2014 at 01:14 AM
My dream is for them to believe that math is not difficult and that iwe live math everyday.
Answer by KaleSprouts · Apr 09, 2014 at 01:14 AM
I hope that my children will be able to use math competently and confidently in all of their pursuits and adventures. I dream about them being able to see the beauty of our world through a mathematical lens. I see my children learning about math ideas and concepts through play and exploration and trust that memorization of math facts will follow as a way to work with numbers quickly.
Answer by Ms_Matthews · Apr 09, 2014 at 01:14 AM
I want my students to have fun exploring the logic and patterns in math that underlie the structure of our universe. I want them to have fun exploring mathematical thinking using manipulatives, visuals, and real-world examples that aid understanding. I want them to see the idea of groups inside the concept of multiplication----not just memorize.
Answer by dellaparker · Apr 09, 2014 at 01:14 AM
I want my children to see that math is more than memorized facts. I want them to see the beauty in the patterns and logic. I want them to be fascinated by the mathematics that surround them on a daily basis.
Answer by JenAM · Apr 09, 2014 at 01:14 AM
1. I want my children to enjoy math and use it as a tool to do whatever they want to do with their lives. Not see it has 'un-girly' or 'hard'. It's just a tool
2. I see my children using multiplication in cooking and other planning activities when playing with multiple children.
Mathematics is surprisingly vulnerable to demographic stereotypes such as gender or race. I wonder why stereotype threats have such a strong effect. Maybe because mathematics takes high-order thinking and creativity, and both are incompatible with any sort of fear.
Answer by Kris · Apr 09, 2014 at 01:14 AM
I see a common theme that rings true for me as well. I have always enjoyed manipulating numbers to learn math concepts and to find patterns. Although I'm a perfectionist in other areas, I've always enjoyed playing with numbers and math concepts. I now work at a college and part of my job involves teaching math concepts as they relate to statistics. I love helping adult learners overcome their learned fear of math through my love of numbers. My dream is that my son develops a similar appreciation for math if not an even deeper understanding and appreciation and that he one day uses it to help others. I have reviewed the natural math multiplication tables and it has helped me realize the unique ways to informally teach my son math and that is how I see him learning multiplication :) In fact I used French fries on the weekend to introduce multiplication as a form of repeated addition (I asked him if he'd rather have 3+3 French fries or 3x3 French fries - and then we worked it out to see which one was more)
What a clever way to invite a young kid to play with operations new to him! I thought of remixing your game with function machines. If kids invent their own operations, for example, a function machine that adds a number to itself several times, or creates some other pattern, you can keep playing these comparison games with their creations. Is it better to have 3#3 fries or 3A3 fries? It depends on how you invent 3 and A operations!
Answer by champalto · Apr 09, 2014 at 02:14 AM
I dream that my children will have fun with math! I want them to know the pride and confidence that comes with solving an equation with ease, and the wonder that comes with contemplating infinity. I imagine them using math in everyday situations, and maybe teaching their own children some day!
Answer by Goya55 · Apr 09, 2014 at 04:56 AM
Is dream my child will fall in love with learning and be at it all his life. I want my child to see the beauty in natural math and feel passionate about what math is and how he can solve problems with it.
Answer by mirandamiranda · Apr 09, 2014 at 05:00 AM
1. I loved the answer that used the way the poster's family read, share and quote poetry throughout their day as an example of how they wanted their mathematical experience to be. We too have no trouble playing with poetry and stories in our everyday life. I can see my children quote and share words that we have been reading, even when the context or referent is to a large extent beyond them. But the way that such language becomes a part of their vocabulary, the way they play with it and make it their own, is exactly how I want us to learn and use mathematics.
My dreams are also more prosaic however, in that I want them to be able to use the maths they need, and to pass whatever formal and informal tests may come their way.
I also struggle with a fear of being judged by others, a fear that we may somehow not 'match up' to the expectations of others or even of myself. I don't want this fear to drive our maths education though; I want the dreams to provide the impelling force. It is not always easy to remember this, so thank you for all you do to remind me!
2. In terms of multiplication in particular, I see (in my ideal world) my children enjoying playing with multiplication, delighting in and puzzling over, as I do, the quirks and tricks of the 9 times table for example. I see them noticing and considering examples of multiplication in everyday life, from numbers to patterns to concepts, and doing so purely from their own interest, not because I am chivvying them to! I see them truly understanding what multiplication is and how it works, and finding a way to make sense of it in their own unique ways.
,1. I loved the answer which described how their day was filled with poetry, reading, quoting and sharing it, as a dream of how they wanted mathematics to be in their children's lives. We too play with words every day; we have recently been reading some Shakespeare stories and my children love to quote lines like "parting is such sweet sorrow" and "oh happy dagger"! I am under no illusion that they completely understand the context or referents of these quotes (they are only 6!). But the way such language becomes part of their vocabulary, the way they play with it and make it their own, is exactly how I want them to be with maths.
However I also know, if I am honest, that my dreams include fear; a fear that they might be 'behind', that I might somehow fail them in their mathematical learning, that other people might judge them and me. So I know that I also dream that they will be able to use the maths they need, and even that they 'pass' the formal and informal testing they/we will face as they grow older.
2. Specifically with relation to multiplication: I would love to see my children enjoying spotting patterns in multiplication, being as amazed and intrigued with, for example, the tricks of the 9 times table as I was. I would like to see them noticing examples of multiplication as we go about our day, and sharing thoughts about them purely through their own interest. I would like to see them confident with the real meaning of what multiplication is, and how it works, and understanding how to use and recognise it in their lives.
apologies for repetition - I had trouble signing in and wrote my comment twice in error...
I hope making math our own, together, can help with fears. There is safety in numbers - in seeing other people do what you do. But also, we can share know-how and give direct support when someone needs it.
Answer by CHabq · Apr 09, 2014 at 09:51 AM
1. To understand, learn and use math in a way that is integrated with their everyday lives. To view math as just one of many tools that may be of use and of value in their journey as they try to make sense and develop a deeper understanding of life and the world.
2. Learning multiplication in whatever way makes the most sense to them. It may mean memorizing multiplication tables to master the basics so that they can then take the next (creative) leap in their understanding of multiplication. It may mean learning multiplication in "nontraditional" ways which is more intuitive to their style of learning. Once learned, to use this knowledge when needed to deepen their understanding of whatever subject, art, expression, etc they are pursuing.
Listening to the kids is an easy idea, but a complex practice. "Creative leap in understanding" - these are great to watch, and to try to follow!
Yes, and a challenging practice as well! I find that sometimes I do not recognize when a creative leap in understanding is occurring because my mind may not understand things the same way. It is easy to forget to trust a child's learning process no matter how "unlike" learning it seems to be.
It takes me days or weeks sometimes to understand what it was the kid was trying to do or to say. I gradually developed three practices that help. First, I try to develop "mistakes" into new ideas - to see what the mistake might be all about, for the kid. Second, I document what we are doing, taking notes of things kids say, and photos of what they do. Looking at that later helps to notice kid ideas. Third, when we observe together with other parents in our math circles, we can compare notes later, and chat about what we noticed - that helps a whole lot. And kids often join these conversations to add their observations, too!
Answer by tamarsadan · Apr 09, 2014 at 09:51 AM
I want to understand the underlying principles myself, and I hope that can help me explain the principles to them in an easy and fun way.
I want them to "see it" all clearly, and internalize it so that they can apply their knowledge later on to other mathematical fields, and to life itself!
,I want to understand the underlying principles myself, and I hope that can help me explain the principles to them in an easy and fun way.
I want them to "see it" all clearly, and internalize it so that they can apply their knowledge later on to other mathematical fields, and to life itself!
Answer by ali_qasimpouri · Apr 09, 2014 at 12:09 PM
1. My dream is to fully understand their favorites and dreams of playing. and support them!
2. I see that learning mathematics help them to express themselves and opens their minds to different views of curiosities.
Answer by njbillips · Apr 09, 2014 at 02:04 PM
1. To help them become familiar with math concepts, and to recognize that it is around them everyday. All with the hope that when they see it in school, it won't be so foreign
2. Learning in a couple of ways - maybe through tables, art, whatever works best for them.
Answer by HappyHEmum · Apr 09, 2014 at 02:04 PM
1. To not be daunted by Math, I struggled to learn as I found it so overwhelming. I'd love for my children to see it as part of live and learning that can be as fun and interesting as any other subject.
2. I'd see my children using math in imaginiative play, various games and every day life. I'd love for them to want to experiment with math and enjoy solving problems.
Answer by jkshuler · Apr 09, 2014 at 03:54 PM
I want children to be excited about math and numbers. There is so much wonder and awe in mathematics and I want students to embrace the excitement, without fear and/or anxiety.
I'd like them to see how multiplication applies to life...it's all araound them.
Answer by grade3teacher · Apr 09, 2014 at 07:03 PM
1. Seeing students spend energy and effort efficiently: doing routine calculations naturally and easily but also being able to take on multi-step puzzles and enjoying the difficulty when they encounter challenges. Hearing them express curiosity and wonder about math. Hearing them ask and answer their own questions.
2. Learning multiplication by identifying patterns. Learning how multiplication relates to addition and division. Memorizing multiplication tables through pleasant repetition. Using multiplication in classroom games as often as they use it "in real life".
"Pleasant repetition" is a nice turn of phrase. Mathematical repetition can be meditative, or playful, or exciting - pleasant in many different ways.
Answer by kata · Apr 09, 2014 at 07:03 PM
1. I want my child to feel comfortable around numbers and problem solving, and enjoy mathmatics around her. I would also like for her to think of herself as someone who's good at maths and to approach the subject with a positive outlook.
2. I see her noticing numbers and maths all around her, picking up patterns in multilplication tables, using various strategies to multiply.
Answer by jsolano · Apr 09, 2014 at 07:03 PM
To show them that math isnt difficult subject that ee should shove aside and forget, but that it has helped people.make some of the most amazing discoveries Of our time.
Answer by CynthiaDadmun · Apr 10, 2014 at 02:52 AM
I want M and R to be comfortable and confident enough with math that they can weather future difficulties without giving up or hating it -- difficult topics, neverending worksheets, bad teachers, or a best friend who says math is for nerds. I want them to be "the math guru" in whatever field they go into, which I see as a huge leg up. I want them to be financially savvy as well, which math-ease plays into strongly. I see multiplication as part of the big picture -- but I would like them to have a more naturally intuition than I do. I would like them to NOT have to recite the little multiplication chants in their heads like I do! (Hmmm... does this mean I should avoid teaching them the chants for awhile?)
There is a certain danger in chants, yes. We'll talk about it a bit more during the fourth week. The danger is that chants stand in the way of noticing patterns. You have to recite a large chunk of the chant to retrieve one fact. It's better not to use mnemonics for anything that you can calculate, or that has other math meaning. You can use mnemonics for names and other information that does not have a pattern to it.