Drill and Practice

The question we have been asked to consider is: Consider the role of drill and practice in your own experiences learning math. What did practice look like for you? How did it have an impact on your learning, disposition, and beliefs about math?

One of my strongest memories of elementary math was Math Champs.  In my public school, Math Champs was a weekly competition for Grades 4, 5 and 6 (I believe).  Each week, we would compete against our classmates to take home the addition, subtraction, multiplication or division trophy. I distinctly remember standing in a line between the desks with a long addition question on board.  We were timed on how long it took us to solve it.  The winner would then compete against the other winners and the top winner would get the trophy for that week.  I remember the anticipation, the pressure, the disappointment, and then the elation the week I took home the long division trophy.  I was so proud.   But I also often dreaded it.  I was strong in mental math but not as fast as others in my class.  

This was a time (the 1980s) when fast calculations meant you were strong in math, quickly solving problems, and getting the right answer was what mattered most.  

On a daily basis however, I remember the typical math practice.  Have a lecture style lesson from the teacher, open our text books or receive a worksheet, and practice the procedure that we had just been taught.  Often each question was similar to the last.  There were very few, if any, word problems.  Word problems weren't something I encountered until high school, and even then I don't think they were common.  It was drill, drill, drill through calculation after calculation.  

Now, as I teach students through problem solving (although I still frequently encounter drill and practice work in classrooms that I supply in), I get excited about solving the problem, finding ways to tackle it, and talking with students about their approaches.  This is exciting math.  No more math champs for me.