"Armed with a bachelor of science in elementary education, I charged into my career as a teacher.I was immediately exposed to students at three levels of public schools:
- A rather wealthy district with an average IQ of 120.
- A classic, middle-class school.
- A school that is best described as a mini United Nations.
In the “UN” school, approximately 25 percent of students were new immigrants, 30-35 percent were American-born blacks, and the remainder were 40-45 percent Caucasian.
The economic structure ranged from welfare to upper middle class.
One day, while grading fifth grade division papers I realized that the mistakes were not those of process but those of factual knowledge.
The students did not know their times tables.
Believing the errors were redeemable, I asked myself, “What can be done to fix these computation mistakes?”..."
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