Yep. Even with my two, 4 years apart, the oldest went to a school that used Saxon Math (read: old school) and my son has been taught in Common Core. He’s kind of like Heath lol…last year, after 3 years of berating him for not showing his work ( not really, but having to tell him CONSTANTLY feels beratingish) he finally says to me, “But mom, why do I have to show the work I’m doing in my head?”


I explained that even for someone really great at math, eventually there would be problems that can’t be solved up there. And so we learn how to write out the steps when the steps are easy, so we know how when they aren’t anymore. Never had to tell him again.

Anyway that isn’t my point here. My point is that I had no idea what he was doing. It was division, if I recall, that I asked him to explain to me. Because I’m an old school long division girl…

He explained it and I realized this way was setting him up so much better for higher math. And it reminded me of everyday math from back a few years where concepts are introduced but not for mastery at first…then reintroduced again And again and the overall effect is a better overall comprehension of underlying concepts as opposed to rote memorization of calculations and formulas.

But my daughter, bless her heart, can’t stop being SURE he’s doing it wrong.

I still don’t know what I want to be when I grow up, but I know I want it to be spelled right and punctuated correctly. I guess that’s something.

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