Don’t be a Puzzled Penguin

In the past six months, I’ve learned more about being a first grader than I have since I was a first grader. Part of each of my days is spent in first grade, learning to read and do addition and subtraction. Part of each day is spent in third grade as well, learning to read a little better and do multiplication and division.

There are a lot more parents, like me, in first grade this year than there were in the 1973-74 academic year. As I recall, it used to be mostly little kids, but now parents are having to figure out how to use all the many online tools that make the remote learning elementary school go. Fortunately, we all have a six or seven-year-old nearby to help us.

It’s kind of a vicious cycle, but in order that we don’t get too frustrated, we call it a symbiotic relationship: Big Man wants help with his homework; before I can begin to help him, he must teach me how to use the online platform that jealously guards this day’s homework inside its electronic labyrinth.

It can be taxing, but we’re getting through it together. Our two heads combined are enough to graduate one of us from first grade. I just hope it’s the one still full of potential.

Along the way, we’ve have had some adventures and met some characters. One of the noteworthy entities I’ve met in electronic first grade is the Puzzled Penguin. The Puzzled Penguin shows up occasionally on one of the arithmetic applications.

I first met the Puzzled Penguin when Big Man and I encountered a math problem that went something like this:

                The Puzzled Penguin thinks 7 + 5 = 10 + 3. Is he correct?

Before I had even finished reading the problem, Big Man announced with certainty: “Nope, he’s wrong!”

I was amazed at the speed of his calculation. “Wow! How’d you do that addition so fast?”

“I didn’t add anything.”

“Then how do you know he’s wrong.”

“Easy. The Puzzled Penguin’s always wrong.”

“But why is he wrong?”

Big Man shrugged. “Because he’s dumb?”

“I mean why is he wrong in this case?”

“Because he’s still dumb?”

I put the screen squarely in front of him. “Okay. Do the math and tell me why he’s wrong.”

He gave me an exasperated look. “I already told you the answer. Because the Puzzled Penguin is always wrong.”

As he was speaking, Buster entered the room. “Oh, the Puzzled Penguin,” Buster mused. “I remember him. That dumb bird is always wrong.”

The only thing we learned about arithmetic that day is that penguins are consistent.

Believe me, we’ve tried to help him.

The new new new math

The concept of new math has been around since I was a kid in school. The compulsion for parents to complain about the new math has existed as long. Numbers have interacted with each other in the same way since counting was invented, but once every generation, a new genius came up with a better way to teach children what Johnny had left after he gave Cindy three of his apples.

The generational advancements in mathematical technique seem to come about every other year now. Either we’re producing new educational super-innovators at a highly accelerated rate or the educational super-innovator from the year before last wasn’t quite the bright light we were sold.

It seems like every time I get presented with one of my kids’ curriculums, it comes with the announcement that the school has started a new math program. In theory, each new math program is better than the last. I wait for my kids to make amazing advances in their understanding of arithmetic. They make plodding advancements, but any disappointment I may feel is soon washed away by news the school will soon be adopting an innovative new math curriculum.

None of these new maths has ever turned a child of mine into anything approaching a budding mathematician. They do succeed at making it impossible for me to give my kids any meaningful help with their math homework.

I assure you, I use arithmetic almost daily. At the risk of seeming a braggart, I am fairly accomplished at 1st-3rd grade level arithmetic.

Can I answer the questions on my kids’ homework assignments? No. I cannot.

Yesterday, my 3rd grader came to me for help with the following question:

“Enter the division that is shown when the fourth multiplier finger is down: ___ ÷ ___ = ___”

I don’t know what the fourth multiplier finger is, or what it means. I know a lot more about what the third finger means, and I just about gave it to this math program. Then I remembered a child was present.

Anyhow, shouldn’t a math problem have some sort of numbers or variables in it?

I found numbers very helpful for learning math.

Fortunately, my boy knew just enough about the mysterious fourth finger to teach me that it somehow meant 4 x 9 = 36. He was sketchy on how division worked into it, though.

Being the math geniuses we are, father and son alike, we reversed it to 36 ÷ 9 = 4. It turns out that was the right answer. Don’t ask me why. It’s a genius thing.

It seems like math is nowadays most important to education in figuring out how much money can be made by selling new and improved programs to schools biannually. Ages ago, I learned that 3 x 9 = 27 without having to flip off any innocent bystanders, but maybe not flipping off bystanders is the mark of someone whose time has passed.

Stay tuned, in case I learn how fingers 1, 2, and 5 are useful to mankind.

In case you thought I was exaggerating. Here’s the answer screen for the graded homework.

Reflections inspired by a German class for second graders

Our eldest is beginning an after school German class today. This is not the sort of news that normally makes one reflective, but here I go anyway.

In a perfect world, I should be the one to teach my kids to speak German. Implicit in that perfection would be my knowing how to speak German. My father spoke German, fluently. In the perfect world I mentioned, he would have taught it to me when I was little. I would have soaked it up, and it would be as natural as English to me.

In the imperfect world that formed me, my father did no such thing. He was a teenager during the Second World War, living in the USA and speaking German as smoothly as his immigrant parents. Not surprisingly, something in that combination convinced him not to speak German to his children.

I took German as a freshman in college. It was either a language or Math, and I felt done with Math. I picked German. Maybe something in my genes would mold it to my tongue more securely than the high school Spanish that had always merely swilled about in my mouth before dribbling down my chin.

German 101 supplied me the worst grades of my academic career, if you discard the high school Geography class I nearly failed because I was too busy protesting the methods of the high school Geography class and the methods of high school in general.

The edition I used didn't have such a lovely cover, which is probably why I wasn't inspired to do better in class.

The edition I used didn’t have such a lovely cover, which is probably why I wasn’t inspired to do better in class.

After freshman year, I transferred to a school that required no more Math or foreign languages out of me, which was good since I was done applying myself mathematically and I had no aptitude for foreign languages.

In fact, I was a pretty lousy student overall.

As the undergraduate years rolled by, it became clear that I was a poor classroom learner. Yet, for the very best of reasons (I couldn’t find a job), I attempted graduate school.

Graduate school taught me only one thing: there is nothing like higher education to suck the life out of a subject matter you love (or thought you loved).

I thought I loved History, until I tried to pursue it as a graduate degree. Apparently, it was something else I loved, an academic Cyrano de Bergerac, hiding in the bushes, feeding enchanting lines to the deceitful mouth of History. History itself is mind-numbingly boring; they taught me that in one semester of graduate school.

Since I’d learned everything I needed to know about History, I determined I didn’t require more than one semester of grad school.

That was the end of my formal education in German or Math or History or anything. Abrupt, but okay for a rotten student.

My son is excited about his German class. I hope that excitement lasts. I hope he’s a good student. I hope he inherited his mother’s love for school.

I hope he goes on to become much more than a grad school dropout who can’t even speak German.