to draw these conclusions from this event (education related)(50 Posts)
So, DS1's homework is to find the area of shape A (and B and C). These are drawn on a grid. They are irregular shapes with curves, in fact C is a circle. Anyway, he doesn't remember how he is supposed to do it so I ask him what area means, he says 'how many squares it covers' (owtte) so I say, 'count the squares then', which he does. He adds up any half squares to make wholes as he goes along and pairs of bits of squares that he also thinks will add up to whole squares. It is easy for him but he has the feeling that he is doing it wrong...
Thanks if you are still with me .
I saw this piece of work in his folder at open book evening yesterday and nothing on the sheet is marked right. DS1 says that he is cross with me for making him do it wrong! I decide to ask the teacher how it should have been done and it turns out that they were supposed to draw a rectangle around the outside of the shape and work out the area of that . What DS1 did was apparent Yr5 and 6 work (he's in Yr4).
My problem with all of this is how DS1 reacted when I asked him (in front of his teacher) how he found the work - he said that he thought it was DIFFICULT. He did NOT, it was NOT!!
My conclusion is that my child has been institutionalised somehow to think that things are too difficult for him (when they are not) and so he sets his expectations of himself way too low. Can that be right? His confidence seems shockingly low given that he is a bright boy.
Sorry it's so long but I would really appreciate some responses...AIBU?
I may be missing something, but what's wrong with the words she used to reassure him there?
noblegiraffe, I have in the past done the little note on the HW thing. Could have done it this time I suppose, will do so in the future.
She has talked to DS about it (in what I can only describe as a patronising way), telling him to 'take it easy, that's Yr5 and 6 work, you'll get there in the end' <grrr>. She may even have said whoa, slow down, you'll get there in the end owtte. I was too busy biting my tongue to get it exactly.
When marking maths it is very easy to memorise the right answers, then simply go tick tick tick cross very quickly through a set of work. It's possible that she marked them incorrect simply because they weren't the answers she was expecting, rather than taking the time to look carefully at what was done and mark that.
I think in the future if he does homework without any clear given method and you have to tell him how to do it, perhaps put a note on saying what you did do so she can mark it properly.
I do think that she should talk to your DS about the area homework and agree that his work was correct and then in front of him mark them correct so he doesn't get confused about methods and think he did something wrong.
Perhaps when given the homework sheet he could write the required method on it in future!
Well I think given that you told him how to do it and then he did it but still wasn't sure it was right, he did find it difficult!
Well done DS for getting the harder work, I'm sure he will be fine.
Aldi: 'I have found that sometimes the 'baby steps' that build up to working things out properly usually cause more confusion for my 9 year old than enlightenment.'
Yes, I find this and DS sometimes things that what he is being asked to do can't be right as it's too easy/unchallenging.
This week's HW was to find out the capacity of 10 containers around the house. Poor thing thought that he was supposed to be experimenting, working out them out rather than just reading the side of the container. So I let him experiment with a few (the kettle and a mug, things that didn't have it written on). I wonder what the teacher will make of this. I also suggested that he have a guess first before looking and he has written the guess on his sheet as well as the 'answer'.
I wouldn't be happy either, especially that it was marked wrong when it wasn't.
I have found that sometimes the 'baby steps' that build up to working things out properly usually cause more confusion for my 9 year old than enlightenment.
I think I would prefer them to be shown the target "How to work out the area of X shape" = get boggled, think it really hard, and THEN be shown how to break it down. That way they understand the purpose of inaccurate 'baby steps' and estimates.
The amount of times I've seen the lightbulb ping when I explain that what the homework is trying to do is prepare them to solve X problem... then it makes sense in context. Rather than teaching inaccuracies that seem pointless.
I am RUBBISH at maths, but I'm better when I know the big picture and work backwards. One question that rarely got answered when I was at school was "WHY".
One of the problems with remembering what to do for homework choccy is that they only get one piece per week (also get spellings and time tables) on Wednesday for next Wednesday. Lots of time to forget in between especially as they will have probably moved on to something else in lessons.
I suspect there is an element of switching off. He certainly doesn't do his work quickly - it's almost as if it's making him lethargic iykwim.
Pickled siblings "I've been impressed by what he can do with just the briefest of instruction" But presumably the teacher gave him instructions how to do the homework (albeit a rubbish method) and he couldn't remember.
He might be switching off in maths lessons because it is actually too easy. Or because it is too hard, but if he can do 11+ maths, more likely that it is too easy.
Thanks everyone for sharing your thoughts. I think your post sums it all up nicely Smartiepants and I intend to take your advice.
I teach year 4 and I've. Never used that to teach area. What he did seems much more sensible.
Very odd response from his teacher as well.
I would bring it up at parents evening as it is clearly bothering you. Try and do it in as calm and non- finger pointy way as possible.
Explain that you are very confused that this work was not marked correct when in fact the answers given were correct. That is utterly pointless in my opinion.
If they were supposed to be working to a given method an example should have been given.
Him using a different method is a very good teaching opportunity. She should have been impressed that he was using more advanced methods!
As a maths teacher I wouldn't have marked it wrong - that's crazy! He was right, he'd just used a different (more accurate) method. It doesn't sound as if it was beyond his level of ability either. The teacher was crackers not to applaud him!
It sounds more like a way of teaching them the concept of area rather than being able to calculate it accurately. You can't calculate area until you understand what area actually is in a maths sense. Maybe the teacher was introducing them to the idea of what area is by doing this rectangle thing and the calculating area accurately will come next.
I am missing the point but why not either teach them (easy) regular shapes and their areas, and not irregular shapes, or just teach them how to calculate the area of a circle? (Properly)
"My problem with all of this is how DS1 reacted when I asked him (in front of his teacher) how he found the work - he said that he thought it was DIFFICULT. He did NOT, it was NOT!!"
Erm with respect he couldnt remember how to do it. YOU couldnt do it so his summation that it was difficult is correct isnt it? The teachers method was difficult because it sounds pretty insane!
Im also aware of a method that initially involves a rectangle.... and starts with 'rough' area and moves on......... its not as you expressed simply a matter of counting the squares in the rectangle so i suggest you have a lengthier conversation with the teacher.... that way you can be certain they are either teaching incorrectly..... or that you understand the method used...
If the teacher is flawed then you need to raise this with the head of centre not on mumsnet.
I know exactly what you mean pickled
There are many things which make me feel uncomfortable about our education system and this is not the least of them. I also dislike that the children are herded into playgrounds en masse for long periods without adequate supervision which breeds social exclusion and bullying.
However I have also never been brave enough to remove my children from the system and educate them my own way.
DD1's wings are less clipped now she's doing well in her GCSEs - the school have something to gain from helping her to fly.
I try to help DD2 work at home in ways which complement the skills she learns in school. She could progress much more quickly in the national curriculum but she would then be even more bored in school.
It's a bit like he's 'having his wings clipped' iykwim. DD said she always felt like that until this year (she is at an academically selective school). I'm sure there must be lots of DC that this applies to, not just mine. Can we not hope for more from our education system?
Inertia, I'm not sure how much initiative fostering goes on and I find that worrying.
We are not too far away from a superselective grammar school so that's on our radar for DS. As such, I down loaded an 11+ maths app and DS will happily work away on the ipad problem-solving for fun. I've been impressed by what he can do with just the briefest of instruction. He is not a maths whizz or anything but he certainly shouldn't be feeling insecure about his ability and I think the ways things are done at school are impacting on his confidence.
Inertia, the school are pretty good at sharing their strategies for the basic operations with parents.
Pickled - does your school produce a guide for parents outlining the mathematical strategies taught at different stages? A lot of methods will be very different from the techniques the parents learnt , such as division by chunking rather than long division - a guidance booklet for parents could be helpful.
Bachsingningmum - would it not be more accurate to teach that division by zero is undefined , as it isn't a mathematically feasible operation ?
Pickled - i would take the approach that the calculation is not wrong if it is mathematically sound but more advanced than what the teacher expected. If she wanted the area of a rectangle enclosing the shape, then that should have been specified. Problem solving is an important skill in Maths, and it 's important to foster your son's initiative. Often there are several ways of tackling a problem.
Well done you bachsingingmum for saying something. Now, what shall I say on Thurs??
"That's too hard an idea for 8 year olds."
Why do we underestimate what are DC are capable of understanding - the dumbing down sure starts early, doesn't it.
Goldmandra:'My DDs wouldn't have been able to say it was easy if the they knew the teacher would disapprove.'
This is what I find so sad. It is as if my bright son has been 'institutionalised' to use his brain how the teacher sees fit and if he doesn't he is a failure.
Callisto: 'This is what I hate about school.' Me too!
I agree with praising effort vs praising ability but he had made a good effort and just because his effort was linked to his ability it seemed fine (to the teacher) to overlook it.
Thank you all for your responses, you are helping me to get this clear in my head.
I should add that I am a Governor at my son's 'outstanding' primary and we pride ourselves on how we teach maths, lots of dialogue and good use of mathematical vocab. etc. [not sure what emoticon to put in here].
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