It involves numbers and not just words that we use on a regular basis to communicate.

It is a language all of its own so students have to learn the language as well as the concepts.

We teachers sometimes make learning the math more challenging.

I want to elaborate on this last reason. The photo above speaks to this. We present a topic. If the students struggle there is a tendency to “dumb down” the topic to rote memorization of a meaningless set of steps. Below is 1 of dozens of examples of memorization tricks we use. I call these Math Rulz.

[…] in the file cabinet folder and more easily retrieved. In contrast, rote memorization like the rules teachers present students are papers crammed into an overflowing […]

[…] example above right is a short cut for what is shown above left. These short cuts, which math teachers love to use, add to the student’s confusion because these rules require the student to use rote […]

[…] encountered the presentation of absolute value as a positive value or opposite. This is part of the repertoire of memory devices we (certainly I have in the past) use as a short cut to learning how to do the steps for a problem. […]

[…] in the file cabinet folder and more easily retrieved. In contrast, rote memorization like the rules teachers present students are papers crammed into an overflowing […]

[…] example above right is a short cut for what is shown above left. These short cuts, which math teachers love to use, add to the student’s confusion because these rules require the student to use rote […]

[…] encountered the presentation of absolute value as a positive value or opposite. This is part of the repertoire of memory devices we (certainly I have in the past) use as a short cut to learning how to do the steps for a problem. […]