I'm not seeing any research linked. It will have to be pretty convincingly done too because we've seen a metric ship load of issues in psych research of late.
I don't have an opinion on the issue at hand. "Because the science says" With nothing in support makes me really suspicious. It really starts looking like "Because $authority says so you may not question" Which is the opposite of what scientific inquiry is meant to be.
They are not the only one, I see the same. Kids without math drills have problems in storing crucial bits of information in long-term memory and consequently fare worse at solving simple arithmetic problems than myself when I was much younger. I'm not talking about complex things but basic arithmetic, like multiplying digits, adding fractions or, more importantly, dealing with ratios. Drills give you a considerable advantage here.
I have another peice of anecdata with my parents/grandparents. They grew up in the USSR and went through school there, drilling (according to them) was extremely common.
They can still remember some peoms verbatim over 70 years later (in my grandfathers case). And they still remember/understand pretty much all the math they were taught. When I was doing my Advanced Highers (final exams in Scotland) I was asking my parents for help and they could answer all the questions without looking things up.
I looked up the exam paper[0] I sat, I'm pretty sure there's no way I'd get an A again if I sat it right now without studying for it. But I'm pretty sure my parents still woudl.
Sure, you can drill them. I am just saying you should intermix them with other problems.
I am not telling you to do multiplying digit only 1 times. That would be silly. I would be telling you should mix up multiplying digits with other previously learned concepts, say 10 addition and 10 subtraction questions, and the rest can be 80 multiplying digit problems. I don't know the optimal intermixing ratio here, but it shouldn't be a straight 100 multiplying digit problems which all use the same algorithm to solve it.
Drilling and repetition is good, but there's the danger of having illusory mastery because it's already there in short term memory. Your goal is to encode those skills into long term memory.
harry8|4 years ago
I don't have an opinion on the issue at hand. "Because the science says" With nothing in support makes me really suspicious. It really starts looking like "Because $authority says so you may not question" Which is the opposite of what scientific inquiry is meant to be.
pps|4 years ago
dvfjsdhgfv|4 years ago
doix|4 years ago
They can still remember some peoms verbatim over 70 years later (in my grandfathers case). And they still remember/understand pretty much all the math they were taught. When I was doing my Advanced Highers (final exams in Scotland) I was asking my parents for help and they could answer all the questions without looking things up.
I looked up the exam paper[0] I sat, I'm pretty sure there's no way I'd get an A again if I sat it right now without studying for it. But I'm pretty sure my parents still woudl.
[0] https://www.advancedhighermaths.co.uk/wp-content/uploads/201...
kiba|4 years ago
I am not telling you to do multiplying digit only 1 times. That would be silly. I would be telling you should mix up multiplying digits with other previously learned concepts, say 10 addition and 10 subtraction questions, and the rest can be 80 multiplying digit problems. I don't know the optimal intermixing ratio here, but it shouldn't be a straight 100 multiplying digit problems which all use the same algorithm to solve it.
Drilling and repetition is good, but there's the danger of having illusory mastery because it's already there in short term memory. Your goal is to encode those skills into long term memory.