Blending rote memorization with critical thinking as a teaching paradigm
In fifth grade, I recall the teacher barking multiplication problems at the class and expecting us to write down answers at a rate of about one answer every 5 to 7 seconds. I did not enjoy this, and I am quite sure this is where I started to fall away from math as a subject of interest. I remember looking at Mr. Pabst and really disliking him, his crew cut, and his drug store aftershave.
Teaching children to memorize things is not the same as learning. I understand that there are base elements of all subjects that are useful to memorize, and the multiplication tables may be one of those useful bits of data, but memorization cannot be the end goal of teaching a subject. Well, it can be, but our children are not well served by this approach and method.
Even as I was failing to learn symbolic math and traditional mathematics, I was working diligently to hone my logic, reasoning, and critical thinking skills...
