Classical Conversations discussion

Thoughts, comments, or questions concerning Chapter 6.

"There are plenty of great math curriculums to choose from, but we need to break the habit of working through the book, getting a grade, and moving to the next level." (The Core, page 131)

Confessions from a mom who suffers from the must-get-through-the-math-textbook habit...

I struggle with teaching my children math above all other subjects - and not because I don't like math! As a former engineer and math teacher, I LOVE math! But… perhaps part of the struggle stems from this being the one subject I am certified to teach in public schools (and thus have been indoctrinated with modern methods along with participation in textbook selection committees)?

This chapter is so helpful to me; it encourages me to slow down and PRACTICE at the grammar stage, for "calculating competency inculcates math enjoyment." If our children are to enjoy math later in life, I have to slow down at the grammar stage and equip them with the tools to do so by over-practicing the basics! I have to let go of surveying math just to check a box and move on; I must choose to spend the time on the more mundane memorization and practicing of facts so that I don't lose them later down the road. I know this, but why in the world is this so hard for me?!?

A couple of nuggets to ponder. Even if children are good at math, sometimes it's important to let them do two math books at a particular level. When we teach them to read, we often have them practice increasing their speed by reading books that are at or below their abilities. Sometimes, we forget to do this in math.

Also, we tend to discuss history and literature outside of "school time" in our homes. My husband initiates math conversations at the table. Sometimes he gives the children word problems. Sometimes he will use stacks of pennies to explain concepts like inflation, Social Security, etc.

We love making math an integral part of family time!

We love Life of Fred math books for this reason - we can discuss math in relevant situations. Math is so much more than getting a right answer but reasoning which flows to so many other areas.

The implementation of the five common topics in the Challenge math seminar is going to enable abounding dialogue where there was once barely any. The shift from preview to review-and-presentation in combination with the training that Challenge directors received this summer is going create thousands of conversations around mathematics all across the country this upcoming year. These are exciting days.

I'm looking forward to it, too, Marc!