To the editor:
I must fault you in your "Family" page article "Memory and Multiplication" authored by Dr. Larry Larsen.
Dr. Larsen correctly identifies the three types of memory in his article. The problem here is that his recommendations are completely amiss!
Larsen suggests the idea of equating the memorization of the times tables to that of a visual aid. "Try thinking about the problem in new ways," he writes. "For example, what other means could you find to enhance the experience of working with the data? Try coins, visual displays, pairing auditory with visual, or even tactile. Use a box filled with sand and let her 'experience' the numbers in new ways. Try to make the exercise as mindful as possible."
This is off the mark. This kind of analysis and thinking does not help a student in solving problems!
The brain can only visualize small groups of items. To suggest that the student visualize large numbers is ludicrous!
The idea of "learning the time tables" is to give a student the wherewithal to use the memorized number relations as a tool to solve far more complicated problems. Not learning the tables prevents the student from going on to far more complicated areas of mathematics.
One can equate this to a child learning how to ride a bicycle. The child learns how to balance, steer, and propel himself forward by pedaling the bicycle. The automatic responses necessary to "ride" the bicycle are the result of the brain recalling the responses necessary to ride the bicycle. The child doesn't have to relearn all the requirements each time he gets on the bicycle. Likewise, once the student learns these rudimentary facts defined by the times tables he automatically responds to any given situation.
It is imperative that the student have these basic tools at his call. If not, too much time is wasted in derivation of these facts each time a situation arises! The students' progress to advance to the next higher stage of study is impeded, if not prevented!
Dr. Larsen is remiss in doling out erroneous information such as that mentioned. He is only giving to a needy student a "way out" rather than the necessary prodding of that student to "try harder."
I would suggest that the parent of the fifth-grader insist that the child repeats, over and over again, the tables until he is adept in this basic skill.
It is thinking like this that has made the students in America lag the rest of the world in advanced studies, new products and ideas!
Frank Drozdick
North Andover
