In this session we will challenge popularized notions of the “grammar of mathematics” as well as critique the prominence of “rote memorization’ in our grammar school instruction. Then we will explore an alternative approach to teaching arithmetic, moving from the concrete to the pictorial to the abstract in a way that honors the structure of […]
This session will begin with a brief survey of works on the art of memory from those of the ancients to modern works on neuroplasticity. Then implications for the teaching of grammar school mathematics will be described, including the teaching of arithmetic proficiency through memorable concrete and visual experiences that result in enduring understanding.
The best teaching takes the human mind and its development into account. In particular, understanding how we think and the way we form memories, and thus learn, is an essential foundation for good teaching. This seminar will explore research in the science of memory and cognition and offer suggestions for how that knowledge can be […]
In classical education today, memory has been limited to playing a very narrow and specific role. When we think of memory, we think of the grammar or “poll parrot” stage of the Trivium. We think of the rote memory of Shurley grammar jingles, Latin chants , multiplication tables, Bible memory passages, cheesy history songs, and […]
Scripture memory and recitation are a key component to grammar school studies. Such exercises provide the first steps toward lessons of rhetoric. As students mature, however, this practice must change its shape, but how? In this presentation Karen shares the James project, a project in which her 7th grade class memorized the entire book of […]