Yes, I’ve definitely seen your cards! I like them.

I think math fact memorization simultaneously gets too little and too much attention. Some are rightly concerned that school makes too much out of them. Others are correct that the facts are genuinely useful and we want kids to know them. As you can see in the post, I have a sort of “you’re both wrong” attitude to this discussion.

I will say that my 3rd and 4th Graders seem to genuinely enjoy working with flashcards.

]]>Hi Lucida! Always good to hear that some people do use my stuff and find it helpful! Thanks for letting me know!

]]>Hello, Henri! I’ve used your materials and your website for ages…as both a math coach and a math staff developer K-8. Most participants who are elementary teachers don’t know the depth of the mathematics they’re teaching. So it was my job to demystify the math so they could teach conceptually with CONFIDENCE! (And make it engaging) With fresh insight into a subject for which they often fear. I didn’t teach per se, but would sometimes do demonstration lessons to let them notice changes they could make. Without support many would revert to “how they had learned” and pass incorrect explanations to another generation. On the other hand middle school math teachers often knew the math, but taught it formulaically—no engagement. Sigh…..

]]>At least in my school any specialty is sancrosanct as a break for the elementary classroom teacher. But that’s a scheduling problem that could potentially be solved in different ways, and obviously teachers cope with that in the many schools where generalists teach math.

Thanks for reading and commenting! I always like talking research with you.

]]>I think these could both be helpful and I can’t imagine adverse effects either. The only way this research could speak to that is at the school level — that is, schools there was no relationship between schools who had more math/reading specialists and student success on tests. I think a math specialist who fills their day assessing, enriching, doing curricular work, pulling kids out, doing PD might have a nice impact on students.

]]>Another part of the job, conceivably, could be to support the classroom teacher in whatever ways make sense. Again, I can’t imagine that would be bad.

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