… makes sense
… is more than just arithmetic
… is joyous
… makes them strong
… is meaningful
… is creative
… is full of fascinating questions
… opens up many paths to solutions
… is friendly
… solves big problems and makes the world better
… is a powerful tool they can master
… is beautiful
… lets them learn in their own ways
… is connected to their lives
… asks “why” and not just “how”
… opens the world

From the upcoming new book Avoid Hard Work by James Tanton and the Natural Math team.

Be clear on what you don’t know — and comfortable enough to admit it.

Seriously, those are wonderful videos. If you haven’t seen them before, go check them out. Be sure to come back, though, because I’ve just heard some great news.

Natural Problem-Solving Skills

Tanton has joined up with the NaturalMath.com team of Maria Droujkova, Yelena McManaman, and Ever Salazar to put together a book for parents, teachers, math circle leaders, and anyone else who works with children ages 3–10.

It’s called Avoid Hard Work, and it takes a playful look at ten powerful problem-solving techniques.

Join the Crowdfunding Campaign

For more details about Avoid Hard Work, including a 7-page pdf sample with tips and puzzles to enjoy, check out the crowdfunding page at Natural Math:

Worksheet problems make my daughter’s brain freeze. Even simple things such as “2 + ___ = 2” confuse her. What can I do?

Can your daughter do math if you put away the worksheet and ask her a real-life problem: “I have a lunch sack. I put two cookies into the sack, and then I give it to you. When you look into the sack, you see two cookies there. Can you tell me what was in the sack at the beginning, before I put my cookies in?”

Or can she solve problems when the answer isn’t zero? Could she figure out how many you started with if she saw four cookies when she looked in the sack?

The idea of having a number for “nothing” can seem strange to young children.

Worksheet Calculations Are Not Math

Can your daughter think mathematically, without calculations?

The symbols on the worksheet are not math. They are just one way of recording how we think about number relationships, and not a very natural way for children. Mathematics is a way of thinking — paying attention to the relationship between ideas and reasoning out connections between them. Encourage your daughter to notice these relationships and wonder about them.

Try watching Christopher Danielson’s video “One is one … or is it?” together, and then see how many different examples of “one” she can find around the house.

The Power of Story

Many kids at this age have a hard time with abstract number math — then their brains will grow up, and they’ll be able to do it. Development varies from one child to another.

When I do worksheets with young children, I turn each equation into a little story. Like the “cookies in a lunch sack” story above.

Sometimes we use blocks or other manipulatives to count on, but often the mental picture of a story is enough. Having something solid to imagine helps the child reason out the relationships between the numbers and symbols.

Quote photo: Carl Vilhelm Holsøe ‘Interior with a mother reading aloud to her daughter’ 19th Century. Image from Plum Leaves via Flickr. (CC BY 2.0)

My May “Let’s Play Math” newsletter went out last week to everyone who signed up for Tabletop Academy Press math updates, and again early this morning to everyone who signed up in the last week of May. This month’s issue featured a peek at the printable math model cards for my upcoming game book Math You Can Play: Multiplication & Fractions, along with a preview game from the book.

If you’re a subscriber but didn’t see your newsletter, check your Updates or Promotions tab (in Gmail) or your Spam folder. And to make sure you get all the future newsletters, add “Denise at Tabletop Academy Press” [denise.gaskins @ tabletop academy press .com, without spaces] to your contacts or address book.

And if you missed this month’s edition, no worries—there will be more playful math snacks soon. Click the link below to sign up today, and we’ll send you our free math and writing booklets, too!

Check out the new playful math education carnival at Math Misery? blog. Multiplication, fractions, humor, problem-solving challenges, and all sorts of mathy fun:

So this is Math Teacher’s at Play … the 98th edition! You know what’s really interesting about 98? It’s 47×2. No, that’s clearly false. 49×2=98. That’s much better. Ok, so here’s a question, are there more facts about 98 than there are non-facts (aka lies) about 98 or the other way around or are they equal in cardinality?
. . .
Make sure to give a the articles linked here a visit!

Posts must be relevant to students or teachers of school-level mathematics (that is, anything from preschool up to first-year calculus). Old posts are welcome, as long as they haven’t been published in past editions of this carnival.

Have you noticed a new math blogger on your block that you’d like to introduce to the rest of us? Feel free to submit another blogger’s post in addition to your own. Beginning bloggers are often shy about sharing, but like all of us, they love finding new readers.

Don’t procrastinate:The deadline for entries is this Friday, May 20. The carnival will be posted next week at Math Misery? blog.

Would You Like to Host the Carnival?

Help! I can’t keep the carnival going on my own. Hosting the blog carnival can be a lot of work, but it’s fun to “meet” new bloggers through their submissions. And there’s a side-benefit: The carnival usually brings a nice little spike in traffic to your blog.

If you think you’d like to join in the fun, read the instructions on our Math Teachers at Play page. Then leave a comment or email me to let me know which month you’d like to take.

Explore the Other Math Carnivals

While you’re waiting for next week’s Math Teachers at Play carnival, you may enjoy:

I love it when a plan — or rather, a series of math thoughts — comes together.

On Monday, Emily Grosvenor (author of the Tessalation! picture book) asked me how parents who are insecure in math could help their children learn through play, and I responded with this quote from my Let’s Play Math book:

If you are intimidated by numbers, you can look for patterns of shape and color. Pay attention to how they grow. Talk about what your children notice.

But I wasn’t entirely satisfied with that answer. So many adults have come away from their own school experience thinking math is only numbers. Even with shapes, isn’t it the numbers about them — how many sides, what size of angles, calculate the the area or perimeter — that are important? That’s what school math tends to focus on.

Those of us who are comfortable with math know that there are many more things to notice and think about than just numbers. We know that it’s this noticing, thinking, and wondering that is at the heart of math. And that just playing with shapes can build a powerful foundation for future math learning.

The ability to create, and maintain, and manipulate shapes mentally — that’s the goal. Just like kids who can put numbers together in their heads, kids who can rotate, flip, and think of how shapes fit together in their heads have a powerful tool to analyze not only simple shape puzzles, but dividing up an area that’s a more complex room shape … to look at a piece of artwork … or look at a building … For these kids, all the world around becomes a playground to use mathematical ideas.

Of course, pattern blocks are good for much more than just filling in worksheet pictures. But I love this peek into how a child’s understanding grows, in bits and spurts — without any numbers at all — until the world itself becomes a playground for mathematical ideas.

Want more?

You know what? Children like mathematics. Children see the world mathematically … When we do a puzzle, when we count things, when we see who’s got more, or who’s taller … Play and mathematics are not on opposite sides of the stage.