Changing the way the multiplication algorithm is taught isn't going to fix anything.
There needs to be a fundamental change in the way mathematics is taught. Right now what most schools teach in math class resembles trivia more than mathematics. There is no appeal to intuition or understanding, because clueless symbol manipulation and memorization of formulas is apparently what really matters. It is not necessary that the student really understands what he is doing. Why is the product of two negative numbers a positive number? "That's just the rule." Why is dividing by a fraction the same as multiplying by the reciprocal? "That's just the rule." These are very simple concepts that can be both logically and intuitively presented to students, yet growing up those were the answers I received. Even high school geometry, which used to be taught decently, has now been replaced by curriculum that does not emphasize proofs or any kind of true understanding/intuition.
Unless students discover the beauty of mathematics independent of math class, or enjoy following arbitrary rules, it is no wonder they develop a dislike for mathematics.
Although the author's writing style is a little bit annoying at parts, this is a good read:
www.maa.org/devlin/LockhartsLament.pdf
It's ironic to see this article just days after the release of Gemini Rue, which is an outstanding adventure game. But I agree with the general message.
There needs to be a fundamental change in the way mathematics is taught. Right now what most schools teach in math class resembles trivia more than mathematics. There is no appeal to intuition or understanding, because clueless symbol manipulation and memorization of formulas is apparently what really matters. It is not necessary that the student really understands what he is doing. Why is the product of two negative numbers a positive number? "That's just the rule." Why is dividing by a fraction the same as multiplying by the reciprocal? "That's just the rule." These are very simple concepts that can be both logically and intuitively presented to students, yet growing up those were the answers I received. Even high school geometry, which used to be taught decently, has now been replaced by curriculum that does not emphasize proofs or any kind of true understanding/intuition.
Unless students discover the beauty of mathematics independent of math class, or enjoy following arbitrary rules, it is no wonder they develop a dislike for mathematics.
Although the author's writing style is a little bit annoying at parts, this is a good read: www.maa.org/devlin/LockhartsLament.pdf