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 Parents will be relieved to know that the new math is simply a new method of teaching, The old basic facts still apply: twice two is still four, and seven taken from ten still leaves three.  I’m glad to hear it – if that changed, I would have had no hope of learning: If the correct answer to "eight plus fourteen" were "paintbrush", I would have been completely lost. This is easy – how could parents have had trouble with the new math? It’s still the old math, right?  …up to a point, that is. The actual mathematics portion of the pamphlet is pretty straightforward, up until fractions.  This has got to be the most messed up way of teaching fractions I’ve ever seen – I can’t conceive visualizing this when confronted with a fraction problem. Where do you start? This doesn’t even resolve the fact that multiplying fractions only makes the number smaller. I mean, does that make any sense at all? Multiplying should make things bigger, for pete’s sakes! Apprently, this is tied to chapter 2 of the pamphlet….this is where things go all crazy in the head: "The Concept of the ‘Set’". |
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