When I look at the expectations of arithmetic and numeracy development for a child between 5 and 10, first to sixth grade, and even beyond, with few exceptions of specifics, Lily demonstrates regularly her comprehension and functional use of the concepts that are expected of these years in conventional schooling. Then, I look beyond these to that which is relevant to life, particularly hers. The simple concepts held within geometry, algebra, and even calculus, are those of which she’s already developing strategies for solving and determining. These skills are organic and unforced/untaught; they are present because of connections she’s drawn within her own mind, as a result of relevant need. The skills have been necessary to her, useful in reaching her goal, whether it be understanding or tangible completion of a project/matter requiring her solution.
What follows was a post I submitted to an unschooling group on FB on July 17, 2015.
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Posting this for those observers here who doubt it possible for a child to acquire necessary math skills, and further, skills that provide advantage, including math and science based areas of focus.
A friend posted the accompanying article in response to a discussion over the “Miss America pageant contestants and their ‘removing math’ remarks” (which someone started a thread in here about a few days ago). My friend’s point in posting the article is to discuss his annoyance that, in his opinion, our education system fails our children where math is concerned.
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Too often, math is a point of contention for those who have chosen an “unschoolish” path for their families. In our family, we do not direct subjects to be explored in our home, however we do catch the comet tails of curiosity and then we explore in depth, when the natural inclination to do so presents.
*At 7 years of age, my daughter understands fractions and percentages, symmetry vs asymmetry, exponential calculating, geometric proofs and how equation = visible tangible design. She comprehends earning, accumulating, diminishing, and storing of resources (albeit enough to get an update on an app, or the latest Digibird design). She demonstrates interest and enjoyment at finding the missing component through analyzing known factors, fathoms the concepts of infinite (both large and minuscule), and is beginning to understand the interrelated connectedness of quantity, distance, momentum, and resistance. Mind you, she’s never set foot in a school. We simply explore, follow our curiosity, and absorb. Both of us. I have learned significantly more in the few years of her being, and our explorations together, than all the years combined sitting opposite a board and lecturer. Our joint fascination and curiosity inspires and ignites us.*
