In my opinion not being able to add, subtract, multiply, & divide fluently is equivalent to not being able to read fluently. Yet, it seems that there is a greater urgency for students for students to be able to read than for students to be able to do math. It is interesting that common message shared is reading is an essential and long life skill. Yet, understanding addition, subtraction, multiplication, division, measurement, money, fractions, etc. are also essential life long skills with real-world applications. Math fluency and deep understanding of math concepts will only happen in our school systems when there is a balance between the priority given to all content areas. I don't agree that math is a universal language. Math is it's own language that multilingual students have to learn and mobilize. Math has specific vocabulary, phrases, and different ways to communicate. In order to learn the language of math, students need consistent math instruction that is taught at a high level. If we cut down math instructional time & move quickly to shortcuts/algorithms, this will cause gaps in students mathematics understanding. If a Kindergarten student does not have a deep understanding of composing/decomposing 10 then they will have difficulty with Addition/Subtraction facts in Grade 1. This will then lead to students having difficulty with Addition/Subtraction regrouping in Grade 2. By the time students get to Grade 3 & Grade 4, multiplication & division will be a major challenge. It is not uncommon that when students reach the end of elementary school or begin middle school when the ALARM is rung because these students do not know their facts, they are counting on their fingers, they get confused with steps in standard algorithms. Instead of waiting until waiting until a student is 10-11 years old to help them develop math skills & dispositions that will encourage them to join higher level math courses, let's provide solid high level math instruction starting on their first day of Kindergarten. For our multilingual learners, gaps in teaching need to be avoided as much as possible as they navigate adding English to their language repertoire and/or developing multiple languages. All students are capable mathematicians! They can maintain the belief if balanced instruction is provided and the message is shared that mathematics is also very important.
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