## Reblog: A Mathematical Trauma

Feature photo (above) by Jimmie via flickr.

My 8-year-old daughter’s first encounter with improper fractions was a bit more intense than she knew how to handle.

I hope you enjoy this “Throw-back Thursday” blast from the Let’s Play Math! blog archives:

Photo (right) by Old Shoe Woman via Flickr.

Nearing the end of Miquon Blue today, my youngest daughter encountered fractions greater than one. She collapsed on the floor of my bedroom in tears.

The worksheet started innocently enough:

$\frac{1}{2} \times 8=\left[ \quad \right]$

## Math Is Like Ice Cream

Math is like ice cream, with more flavors than you can imagine — and if all your children ever do is textbook math, that’s like feeding them broccoli-flavored ice cream.

CREDITS: Today’s quote is from my About page. Background courtesy of Pinstamatic.

## Math Teachers at Play #71 via Math Mama Writes

The February math education blog carnival is now posted for your browsing pleasure, featuring 71 playful ways to explore mathematics from preschool to calculus:

Math teachers at play know that math is best learned when the student is thoroughly engaged, through their body, their imagination (story-telling), or the world of games. I’ve started out this month’s post with those three categories.

Most of the submissions this month described hands-on, or feet-on, activities. It’s as if there had been a theme agreed upon without anyone mentioning it. Some of the following posts are from submissions, and others are posts that I wanted to share from my internet wanderings.

This post has 71 links. (You might need to digest it in smaller bites.) Enjoy!

## Quotable: Math as a Second Language

I sat in class three days ago and thought to myself, “They need a class called ‘Math as a second language’ or MSL for short.”

It is easy to understand what a median is, or what attributes a kite has, or why is a rectangle a square but a square not a rectangle… for a minute or a day.

It is easy to temporarily memorize a fact. But without true understanding of the concept those “definitions” fade. If the foundation of truly understanding is not there to begin with then there is little hope for any true scaffolding and even less chance of any true learning.

Duncan
Comment on Christopher Danielson’s Geometry and language