Introducing Little Kids to the Big Ideas of Mathematics: A Rad Makeover for Teaching Math

We all expect children to learn their native language without lessons, worksheets, or tests. They are linguistic geniuses who can learn language by immersion. But this time of linguist genius is short-lived.
If we can leave the assumption aside that young children must spend years doing simplistic arithmetic and provide an early introduction to higher-level math vocabulary and concepts, children could learn math as easily as they learn their native language.

I explore the idea that the core reason children have difficulty with math is the lack of exposure to high-level math vocabulary and concepts in early childhood. Those children who hear mathematical terminology at the dinner table or in everyday conversations will become increasingly proficient. Children who spend their early years adding with pebbles and filling out rote worksheets are at a disadvantage. They are doing this busy work just when their brains are in high gear for learning language, including the language of math. They will be introduced to math terminology and concepts in later years when their brains actively blocking new language patterns. As a result, children who learned their native language without difficulty will think themselves too dumb to understand the relatively simple algorithms of math.

I ask us to consider whether shifting the emphasis in early math education from simplistic arithmetic to an exploration of mathematical ideas would give children an opportunity to excel in mathematical reasoning. I also briefly describe the national math programs that over the last 20+ years have cost over $80 billion with no discernable benefit to children.
Also included is a list of resources for teaching the vocabulary and concepts of math to young children.

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