by Thomas Kling

Created on: November 15, 2008

How old were you when you figured out that three plus two is the same answer as two plus three? How many years went by before you learned that was called commutative property? How old were you when you figured out if you fold a rectangle in half, you get two equal-sized triangles? How many years went by before you learned that the area of a triangle is one half its base times its height (the area of a rectangle)? Kids who are using the University

of Chicago approach to math are connecting these ideas much sooner than previous generations.

Beginning to use standard mathematical language early is just one of the concepts at work in "Chicago" math. Researchers have found that, like any traditional language children use, learning standard names for things helps them to get a stronger foundation for more advanced math as they get older. Children pick things up very quick and can process that certain things are polygons, for example, as opposed to using the generic term shapes and having to correct them at a later date.

Another concept at work in Chicago
math is the use of manipulatives and hands-on activities that help children see relationships between numbers. The very earliest mathematicians figured things out first by manipulating things to discover concrete concepts they could later apply to abstract ones. Chicago
math continues this tradition by motivating kids through touching and manipulating objects to discover concrete math concepts for themselves. We learn more by doing than by hearing or seeing.

Math games that demonstrate concepts and reinforce skills are yet another part of this program. Chicago
math puts a spin on learning fact power by letting students practice through games rather than boring drills. Students also get skills practice through other class activities. However, there are always students who need more practice remembering their math facts.
No matter what math program a district adopts, there will always be a need for kids to practice at home.

One of the most criticized components of Chicago
math is the variety of different algorithms that students use to solve basic math problems. The idea is that there is always more than one way to solve a problem and by teaching students different methods, they have more "tools in their box" when it comes to problem solving. However, some children get overwhelmed by learning these multiple methods and can fall behind by mastering none of them. For these students, it is not detrimental to the program to let

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