Mar 4, 2014

If a fourth grader does not know the times tables flawlessly, is it acceptable to transfer him/her to the next grade? (Victor Guscov-LinkedIn)

This re-posting discussion from LinkedIn is in the purpose of only to facilitate learning the aspect of mathematics education; and does not mean as business. (Marsigit) 

Docent vakdidactiek wiskunde at Hogeschool van Arnhem en Nijmegen
What do you mean with flawlessly. For me there is a difference between still making mistakes even when given enough time to think on the one hand and not being fast enough on the other hand.

If speed is the problem, then I would not worry too much. Especially if the child understands the math. 1 second loss in memorizing the tables is compensated by minutes of gain by knowing how to solve a problem.

If a child gives the wrong answers even when given enough time to think, that would be a good reason to check where this is coming from. Then there could be something that is a reason not to transfer him/her to the next grade. But then the time tables are not the main reason. In this situation there are probably a lot of other reasons.

Mehtamatics = mathematics with a difference
I agree with Geeke. I consider myself to be very good with my tables - to the 30 times table. But very occasionally I slip up with, say, the 23 times table. So I am not flawless. Maybe I should still be in grade 4 instead of having done a degree (and more) in mathematics.

Second, in the UK it is policy to transfer children up irrespective of their mastery of the earlier level. In my view that is flawed, but holding the pupil back is unacceptable.

teacher of mathematics
Geeke, under "flawlessly" I mean being able to quickly, correctly and repeatedly answer questions from any tables group in any sequence at any time. Also students should learn to use the memorized multiplication facts in practice. If a student finds it difficult to carry out any computations that include multiplication facts, then he/she has not mastered the times tables totally.
Anand, a very interesting standpoint. Thus it is necessary to define "flawlessly" more carefully. And are you totally sure that holding pupils back is unacceptable? .

Docent vakdidactiek wiskunde at Hogeschool van Arnhem en Nijmegen
I consider myself also good with my tables. I have a master degree in mathematics, but I know I still "calculate" 7 x 8 and 6 x7. I do think I know them by heart, but don't trust myself with the answer. I found that I am not the only one with a master degree in math. I also found, when I was practising with my daughter, that my speed is not constant.

I saw children that have the same: they check their answers even when doing a tables test. A main reason to not be fast enough. Another reason for being slower can be that your 'thoughts' do not transfer as fast to writing. So there is a problem in the speed of the output channel; i.e. reading, knowing the answer, and then writing it down

The big question is: how fast should you be?

Reasoning from cognitive load, you don't want them to have extra load by not knowing their tables, but that does not mean that you have to meet a strict time limit.

I agree with Anand that it is unacceptable to hold these pupils back.

I would even want to go further. Is it acceptable to hold gifted pupils (that are not fast enough on their tables) back from more conceptual mathematical work (for gifted students) until they do master the tables at the right speed?

Mehtamatics = mathematics with a difference
Holding pupils back presents a whole lot of issues and my responses to them are not the same.

In the UK it is government policy not to hold back. It is unacceptable in the sense that it is disallowed - whatever the merits or demerits! School year is strictly linked to chronological age. I know one set of parents who had to formally appeal for the due date of their severely premature child be used rather than the actual date of birth! But more generally, I do not see how a child can be working with processes and concepts at a higher level when they have not mastered the same subject at a more basic level.

Having said that, I have some comments on holding pupils back. What do you do with a child who is able in some subjects but not in others? Do they need to be held back in their grade for some subjects but move forward in others? If so, the school becomes a very complex organisation - with children in different grades for different subjects. Educationally this may be good but I would not like to try to timetable that school!

It is important to understand why the Grade 4 child has not mastered their tables. Will repeating the grade simply bore them to distraction? In that case they may not learn anything more and may be a disruptive influence on others in the classroom.

Children do not learn linearly. They go through learning spurts and then plateau while consolidating their newly acquired knowledge. During this period they may even regress a bit. Then the next spurt kicks in, and so on. A Grade 4 child could be at a point just prior to a spurt, in which case holding them back a year might not be appropriate.

I did my schooling in India where holding back was perfectly acceptable and I had a few classmates that were repeating - one even spent three years in one form! They did become bored, switched off and sometimes disruptive as a result. Targeted support may have helped but then that raises the question about money!

Sorry, no answers here - only more complications!

Lecturer at Yogyakarta State University
Victor, this idea seems that there is a powerful adult (you) to try to justify partially something about your belief (time tables) to work for a less powerful children. "Knowing the times tables" has many psychological aspects. We need also to clarify about the meaning of "knowing" and "times tables". For a certain context, this idea seems awkward; so I am striving to understand it.

teacher of mathematics
Marsigit, I can only repeat once more what I mean with "knowing flawlessly" - being able to quickly, correctly and repeatedly answer questions from any tables group in any sequence at any time. Also students should learn to use the memorized multiplication facts in practice. If a student finds it difficult to carry out any computations that include multiplication facts, then he/she has not mastered the times tables totally.

Classroom Teacher, University Tutor
Holding them back is both a stick and a stigma. While I totally agree with the need for accurate, rapid recall of number facts as a tool for enabling a student's performance in higher order tasks, the focus needs to be on the benefits of this recall as demonstrated through practice, rather than a gateway task for progression from one point to the next with peers.

Mehtamatics = mathematics with a difference
While I agree that holding pupils back is a stick and stigma, I think that a lot depends on the culture. I do not think that pupils that were held back at my school were stigmatised by their peers: it was usually good to have older kids on your sports teams! Also, anecdotally, a few years back, the son of a French friend of mine wanted to be held back because his best friend was being held back. Stigma? Their friendship seemed far more important!

teacher of mathematics
Scarce preliminary results of the first week (11 groups, 40 votes):
Yes - 24 (60%)
No - 16 (40%)
Why are there so few votes? Dear colleagues, what's the matter? Maybe, the question is not interesting or something else. I cannot understand.

I think we need to disaggregate several issues here.

The first one is the concept of 'holding back' because a child has not learned something which they should have. This is a complex issue -- for instance, should a child who has learned everything else, but has just barely failed the 'flawless' criterion -- be held back? Is the industrial assembly line batch-processing method the best, or the best-we-can-do-with-current-resources, model for education? I won't try to answer these questions, except to say that I think that technology is slowly preparing the ground for a much more individually-oriented method of education, which won't require the current proceed-in-a-group method.

The second issue is: how important is it that children know their times tables as flawlessly as Victor thinks they should? I personally think it is very important. But, of course, it is not impossible for exceptional individuals who are unable to learn them, still to do well in mathematics. But hard cases, as the lawyers say, make bad law. There are individuals who can climb to the top of Mount Everest, without additional oxygen, and still live. But most people who try this will die. And children who don't know their times tables are, for the most part, dead mathematically.

The third issue is, how hard is it for children to learn their times tables? Something might be important to do, but also very difficult. But in this case, happily, no such dilemma faces us. Learning your times tables by heart is easy, IF THE SCHOOL IS ORGANIZED TO MAKE THIS HAPPEN. The school leadership -- not the mathematics teacher -- must arrange it so that all children chant the times tables in unison for a few minutes every morning, and perhaps at other times during the day. There are other ways to keep the tables prominent -- 7 x 8 posters, 9 x 6 post-it notes in the loo, etc. The human brain is designed to make hundreds of thousands of such associations.

If children don't know their times tables, it's not their fault, it's the fault of the people who are supposed to be leading in their education.

There are a couple of dozen other 'know-by-heart' reflexive strings of words that children should know, in order to flourish in pure and applied mathematics. (The definition of a ratio, the definition of pi, how to recognize a perfect quadratic square ["rooty-toot-toot, twice the square roots"], how to deduce sin, cos and tan for a 30-60-90 triangle ["hee, hee, hee, one, two and the square root of three"] and they're easy to learn, if done right, and so helpful. These can be combined with certain basic visualisations [e.g. the "Magic Triangle" for products/quotients, applicable to so many formulae in physics] and small changes in notation (consistently using the 'raise to a fractional power' notation instead of the obsolete root sign), to make mathematics so much easier. The routine becomes easy so our brains can concentrate on the real difficulties.

I don't understand why the educational leaders have abandoned these useful techniques. I whole-heartedly approve of learning for understanding (as opposed to meaningless rote learning), and of learning how to solve problems, not just do 'fill in the blanks' routine problems. But having a few dozen associations of (meaningful) words off by heart is so very helpful in reducing 'cognitive load' as someone called it. Why don't we do it?

Associate Director of RSM-MetroWest
The question seems to miss an important point. Some students memorize times tables, but do not understand what they are doing. It is the same as memorizing the words to a favorite song. Others may conceptually understand the math, and take longer to complete a test, but still are fundamentally more advanced than their memorizing peers. I teach 5 and 6 year old kids whose parents have"taught" them that 100 x 10 = 1000. That doesn't mean they are ready for 5th grade. They still cannot understand much simpler multiplication, although they have memorized impressive sounding facts.

Memorizing, and understanding, must not be counterposed to each other. They are (at least somewhat) complementary. Just memorizing a string of sounds is pointless. For instance, the multiplication tables must be learned at the same time as visualizations of multiplication (six rows of seven things each, etc), and applications of them involving not just simple multiplications, but factoring and division, to help children become fluent with numbers: Twenty boxes with ten candies each in them, were opened and all the candies put into a bowl, and the candies then shared out equally among fifty children... how many did each child get?

A child who cannot quickly work out that twenty times ten is two hundred, and that two hundred divided by fifty is four, will be dead in the water on a problem like this. It's possible in theory that they could work out in principle how to solve it ... say, using the Singapore Model Method, in which you draw the appropriate bars ... but in practice I'll bet they won't.

And I'm always suspicious when I am told that children can solve a problem "in principle", because it invariably reminds me of an old Soviet joke, which Victor will no doubt know, whose punch-line is, "Where is this wonderful shop, 'Principle', which has everything you are out of here?"

teacher of mathematics
Doug, thanks for making me smile :)

Math department chair at Seabuy Hall
I was just informed that the DOE in HI no longer teaches the multiplication facts, nor long division. We are just starting to see these students in high school. They are lost, and the simplest of equations becomes monumental to solve.
Now what?

Mehtamatics = mathematics with a difference
Sean, it makes me so mad when politicians and bureaucrats make such decisions. Do they not realise that they are blighting the lives of a whole generation of children? I admit that, as a private tutor, I benefit from such incompetent decisions but I would rather that today's youngsters and tomorrow's adults were able mathematicians than to make money from their misfortune.

Classroom Teacher, University Tutor
We are teaching these basic skills in junior secondary because so many students have come to us not knowing basic facts or operations. My perception is that it has become worse so our orientation includes teaching formal setting out of algorithms and we have implemented a 2 year plan to improve speed and breadth of recall of number facts.

It appears that some people have set their focus as understanding, a concept that none of us would disagree with. Unfortunately the focus on achievement of standards and levels has been lost. Instead of students achieving levels and milestones through targeted mastery work, they are becoming consumed with elaborate, alternative algorithms designed to show understanding. These elaborations become far more complicated than traditional approaches and fail to utilise the inherent power of place value. They seem to have forgotten that students can have "fun with facts", and that increasing their skills and knowledge develops satisfaction with the subject and enhanced self-efficacy. When students feel like this they stop saying they hate Maths and feel confident to take on new challenges and topics.

Teacher of Chemistry at CARTERET PUBLIC SCHOOLS
Schoolhouse Rock was created in the early 1970's because the United States Government had made the decision that all students should be able to calculate up to the 12 Time Tables by the 4th grade. This was back when we called standardised test the "Iowa." I found it invaluable for myself. ABC would run the vignettes at the end of their Saturday Morning cartoon lineup because they knew that kids would be watching. When I had my own child, I bought the DVDs so that he would learn his times tables as well, plus a subscription to Brain Pop and the Encyclopaedia Britannica online [I had a set of them on my bookshelves when I was kid and did many a report using them]. Somewhere between the 1970s and Today, the public got it in their head that we don't need Schoolhouse Rock anymore or we have forgotten how to help our children find reliable reference sources on the Internet, much like we had to get help from our parents to get to the Public Library and find sources for reading and reports. Now, the United States is reaping what we have failed to sow and we are, hopefully, realising we need to actually have our children be competent in calculations and knowledge. My personal belief is that if we employ the our resources correctly, and that is a big "if" unfortunately, we can have a child held back not to stigmatise but to ensure they get more knowledge. Of course that requires work and support from school administrators and those of us teaching in the United States realise I have just written an oxymoron. Until that time, I have my own resources that I will utilise in my classroom, mostly because I see positive results that have very positive impacts on my students and the is truly our bottom line.

teacher of mathematics
The voting process perked up, and that's what we have for today (11 groups, 159 votes):

Yes - 103 (64.8%)

No - 56 (35.2%)

Education/Volunteer Coordinator at SciWorks
Having been a Math teacher in Elementary and in Middle Grades, I got to see first hand what happens when students do not know the multiplication table. However it does not stop there; the NCLB program forces promotion as schools are pressured to keep retention to a minimum.

Basic math skills (add, subtract, multiply, divide) are necessary skills for Science; Social Studies, Art and more. But let us not forget, if the child cannot read the problem and perform the task, we as educators have failed that child.

It is inexpensive to incorporate practice of basic math as well as basic language arts daily. It can be done with 3rd-7th graders as long as it is presented in the proper manner for their learning style.

I constantly reminded my student, regardless of the grade, they use math and science as well as reading daily. They just weren't aware of it. Personally I like the way a few schools are changing from graded classes (K-8) to go to the class for your level. That covers advanced learners, average who fall in the cracks, and more challenged learners. Data shows, which is how they were able to justify the change to the school board, this type of learning as well as utilizing a "Flipped Classroom" let the students work at a pace in which they can understand and actually learn-not memorize. Learning is stored in those filing cabinets in your long term memory. Memorizing is in the short term memory or equivalent to storing it in recycle bin.

Victor, great question!

Classroom Teacher, University Tutor
Memorising in the context of learning/understanding is meaningful and useful and this is why it stores so well.

Lecturer at Yogyakarta State University
The role of intuition can probably be considered and be examined in learning arithmetic including numbers operations. 
teacher of mathematics
The results of the poll at the point (11 groups, 205 votes):

Yes - 131 (63.9%)
No - 74 (36.1%)

And some interesting "yes" comments:

“I still don't know my times tables flawlessly, but I have advanced degrees and am successful at what I do.”

“Probably all but the single yes voter think it is a silly question. Can anyone think of a reason it might be inappropriate?”

“Too important of an impact to a child's life to have this one factor be the only consideration. Why would this even be a question?”

“Would you really hold a child back because she hasn't learned the basic multiplication facts? That's very disturbing. Here's a radical idea: how about teaching her instead of punishing her?”

“Are you kidding? This is the only skill lacking? Resounding, yes! No child should be retained solely because memorization of multiplication facts are lacking. If that were the case, most children would be retained.”

“Of course! How many adults don't know their "tables"? That's what tech is for. We are not all good memorizers! Many of these learners are really gifted and creative. Let's get with the 21st century!”

Mehtamatics = mathematics with a difference
OK. I am going to play Devil's advocate:

Hold the child back and transfer the child's teachers (Grade 4 and earlier) to other profession. Are they blameless? What evidence is there to validate their blamelessness?

Biologist/Botanist/Writer/Consultant/Founding Editor at Science Literacy & Education focused
NCLB for me: "No child left behind, every child left behind." I have seen what happens when students get pushed through without getting to learn what they need. They get into college with A grades, thinking they are smart, then fail out of college the first semester. Then, they really feel like failures...Better to get the basics as children. I have taught kindergarten through university. I have seen the result of NCLB at many levels.

I was a child of the, "New Math" era so I learned to multiply and divide in base 2, 8, and 16 faster than in base 10. When I took chemistry at the university level, I learned that I'd better learn the times tables by rote if I wanted a chance to do chemistry. I did and passed chemistry and loved it. If I didn't learn the times tables, I could not have done that.

I encourage students to learn the times tables to 20 and squares and cubes as well. Many have come back to me and said what a help that was.

In some cities, where children and their families change schools often because of economic reasons, math is taught so the same math item is being taught on the same day in all the city schools. The result of that practice is that many students don't have time enough to learn the material before they move on to the next topic. A student might be taking calculus who can't multiply 2 x 2 without a calculator and not understand the calculator's answer.

I am a science teacher who realized I'd better learn to teach math (reading, and writing) within the science class if I wanted people to be able to pass the basic biology class. You can't understand pH without an understanding of exponents, for example. Understanding surface area in biochemical reactions in the body is impossible unless you can calculate area and volume. These calculations require comprehending multiplication and division. Without great math skills people die. A slipped decimal can result in a medicine a factor of 10 too strong. Try that with a heart medicine and you are dead.

Want another field than medicine? Look at engineering and building collapses.

It is not that hard to learn the times tables. Parents can teach their children these as a game, for example. Teachers are not to blame. I thought they were, so, I left university teaching to go back to high school teaching and then junior high teaching. I learned the teachers do teach. Children come to school hungry. Children come to school after working all night to support their families. Children come to school with no homework done because of home factors. Children come to school after dodging drunk parents all night. Teachers' hands are tied....they can't visit families, or give after school penalties in many places because of laws. It is wrong to blame the teachers, many of whom spend their own money to get things to help students learn. Another factor affecting students' learning is the number of deaths they face in their communities. Or, the number of parents abandoning them. Or, the number of parents going to jail. Or, the lack of hope. Or, the trip through the drug lands to get to school. Or, an infinite number of reasons they don't learn that have nothing to do with the teacher.

Students need hope. They need to believe in themselves. They need a safe place to learn and a caring home. Oh, and heat...It is hard to study when you are cold. We need to believe in them. We need to convey that we believe in them. A safe environment... If we build it, they will learn (the times tables and much more!).

The children at the Boys' and Girls' Club where I volunteer learned the times tables, squares, and cubes in less than a week when they realized it was fun and they could do homework faster and thus play sooner... Notice their parents, though working, had the children in a safe, warm environment after school.

A thought from my father: No one graduated from one room school house without knowing the times tables.

Lecturer at Yogyakarta State University
From Victor Guskov: "Know the Times Tables flawlessly: being able to quickly, correctly and repeatedly answer questions from any tables group in any sequence at any time"

I am just interested with and then try to collected the emerging related notions with Times Tables in this discussion as follows:

“still making mistakes with times tables, understands times tables, loss in memorizing the tables, memorizing the tables, wrong answers , enough time to think times tables, where this times tables coming from, very good with my times tables, slip up with times tables, carry out any computations that include multiplication facts, mastered the times tables totally, good with times tables, think times tables by heart, doing a times tables test, transfer as fast to writing, not fast enough on their tables, do master the tables at the right speed, visualizations of multiplication, fluent with numbers, work out that twenty times, long term memory, learn the times tables by rote, times tables as a game”.



  1. Wan Denny Pramana Putra
    PPs Pendidikan Matematika A

    Kita lihat dari perkembangannya dalam masalah yang dihadapinya. Disinilah guru berperan penting dalam memotivasi dan mengejar ketertinggalannya. Ketetapan untuk menaikkan atau meninggalakan kelas anak tersebut tergantung kebijakan dari guru dan kepala sekolah. Jika terlalu jauh ketertinggalannya maka menurut saya lebih baik ditinggalkan. Karena jika dipaksakan juga, anak tersebut malah semakin berat dalam melaksanakan pembelajaran.

  2. Ressy Rustanuarsi
    PPs PMAT Kelas B 2016

    Assalamualaikum Wr.Wb
    Menurut saya, dalam kasus ini kebijaksanaan guru sangat diperlukan. Tiap anak memiliki perkembangan kognitif yang berbeda-beda. Jika ketertinggalannya terlalu jauh, tentu sangat sulit baginya untuk memahami materi di tingkat selanjutnya, mengingat materi matematika yang berstruktur dan hirarkis. Perihal naik atau tinggal kelas hal itu ditentukan oleh banyak hal. Berdasarkan hasil pertimbangan dari aspek-aspek lain, jika anak naik maupun tinggal kelas tetap dibutuhkan bimbingan khusus. Peran orang tua dalam mengawasi anak belajar juga diperlukan.
    Wassalamu'alaikum Wr.Wb

  3. Mifta Tyas Laksita Sari
    Pend. Matematika A 2013

    Sebuah keputusan yang sulit untuk memutuskan naik kelas atau tidak, tapi saya pikir untuk naik ke kelas berikutnya tidak hanya diukur dari kemampuan perkalian dan banyak mata pelajaran lainnya masih menentukan, meskipun itu adalah dasar dalam matematika.

  4. Mifta Tyas Laksita Sari
    Pend. Matematika A 2013

    Guru dapat mengajarkan konsep perkalian secara maksimal untuk siswa, mungkin dengan cara kontektual misalnya 2x3 = 3+3 dengan menggunakan kelereng yang dimasukkan dalam sebuah kotak atau bagaimana sehingga anak bisa menjadi lebih paham akan konsep operasi perkalian dan jika ia diberi kesempatan untuk naik ke kelas berikutnya ia akan mampu mengikuti pelajaran lebih lanjut.

  5. Mifta Tyas Laksita Sari
    Pend. Matematika A 2013

    Jika memang kemampuan anak terbatas tapi tetap dipaksakan untuk naik kelas, bisa jadi anak kian tertekan malah membuat prestasi tetap tidak membaik. Untuk siswa yang memiliki kepribadian tegar jika siswa tidak naik kelas mungkin bisa dengan cepat terbebas dari suasana tak nyaman. Tapi untuk siswa yang masih labil istilahnya, kondisi ini bisa mengakibatkan depresi atau bahkan mungkin putus asa karena malu terhadapt teman-temannya. Padahal tak ada jaminan kalau siswa mengulang (tinggal kelas), belum tentu ia akan lebih menguasai pelajaran yang kurang.

  6. Fevi Rahmawati Suwanto
    PMat A / S2

    Bentuk perkalian tabel seperti apa yang dimaksud? Kemampuan anak dan psikologi kognitif anak berbeda-beda. Kebanyakan anak belum mampu berpikir secara abstrak. Tidak mengetahui tabel perkalian yang cukup abstrak belum tentu dia tidak mengetahui konsep perkalian melalui obyek konkret. Pembelajaran matematika anak kelas empat harus sesuai dengan matematika untuk anak bukan matematika untuk orang dewasa. Membuatnya untuk mengulang kelas yang sama mungkin akan lebih sulit menimbulkan kemajuan melainkan akan muncul beban mental pada anak. Menerimanya di kelas yang lebih tinggi memang akan membuatnya mengalami kesulitan dan membutuhkan waktu lebih lama untuk memahami materi lanjutan, namun ini bisa menjadi motivasi untuk berjuang lebih karena motivasi biasanya mempengaruhi terhadap prestasi belajar.

  7. Diah Nuraini Kartikasari
    Pend. Matematika A 2013

    Membuat keputusan untuk menaikkan atau meninggalkan kelas siswa merupakan kebijakan dari guru dengan melakukan rapat koordinasi bersama guru-guru dan kepala sekolah. Untuk membuat keputusan tersebut sebaiknya dipertimbangkan dengan permasalahan yang dihadapi siswa tersebut, tidak hanya pada satu mata pelajaran saja, akan tetapi pada semua mata pelajaran.

  8. Muhamad Arfan Septiawan
    S2 PEP B 2016

    guru berperan penting dalam memotivasi dan mengejar ketertinggalannya. Ketetapan untuk menaikkan atau meninggalakan kelas anak tersebut tergantung kebijakan dari guru dan kepala sekolah. Perihal naik atau tinggal kelas hal itu ditentukan oleh banyak hal. Berdasarkan hasil pertimbangan dari aspek-aspek lain, jika anak naik maupun tinggal kelas tetap dibutuhkan bimbingan khusus. Peran orang tua dalam mengawasi anak belajar juga diperlukan.

  9. Muhamad Arfan Septiawan
    S2 PEP B 2016

    Tidak mengetahui tabel perkalian yang cukup abstrak belum tentu dia tidak mengetahui konsep perkalian melalui obyek konkret. Pembelajaran matematika anak kelas empat harus sesuai dengan matematika untuk anak bukan matematika untuk orang dewasa. namun ini bisa menjadi motivasi untuk berjuang lebih karena motivasi biasanya mempengaruhi terhadap prestasi belajar.

  10. Syahrial
    S2 PEP kelas B 2016
    sebenar-benar belajar itu memiliki banyak cara, maka sesuai dengan permasalah di atas baik itu mengenai tebel perkalian maupun yang lain, maka yang harus di pahami adalah bahwa keberhasilan itu bukan hanya dari kemampun menghafalnya saja namun juga memahami, terkadang orang sulit menghafalkan namun ia paham mengenai hal tersebut, memang sewajarnya seorang anak untuk naik tingkatan di atasnya ia harus paham terlebih dajulu materi sebelumnya seperti permasalahan di atas, namun kembali saya tekankan bahwa mampu atau tidaknya anak tersebut dalam menyelesaikan masalah bukan hanya dari segi hafalnya saja namun harus dilihat juga dari pemahamannya, dan aspek pendukung lainnya.

  11. Nuha Fazlussalam
    s1 pendidikan matematika c 2013

    jika siswa tidak mengetahui tabel perkalian dengan flawless, apakah mungkin siswa tersebut naik ke kelas selanjutnya, maksud dari mengetyahu disini adalah mampu mengahdfal dan menjuwaba pertanyaan yang terkait dengan tabel perkalian, flawaless artinya dengan cepat, nah dari pertanyaan dari blos daiatas saya belaum menmeukan marti cepat, seberapa cepat siswa bisa mengahfala, jika secepat-cepatnya mengahfala, maka akan hilang sense matematika dimana matematika itu bukan hafalan , tapi memahami proses sehingga sailnya bisa demikian,

    misal 8 x 9, siswa tidak hapal jawaban perkalian 8 x 9, tapi tahu arti 8 x 9 yaitu 9 +9+9+9+9+9+9+9 = 72, saya yakin sisaw pada usia itu sudah bisa penjumlahan, tapi unutk mengghitung dengan cara penjumlaahn membutuhkan waktu proses, seberapa cepat, kalau saya pikir, siswa yang tidak bisa melanjutkan ke keasa selanjutnya adaalah siswa yang tidak mengetahui/tidak menjawab time table, bukan siswa yang tahu/atau busa jawab time table yang tidak dengan cepat menjwabnya.

  12. Diah Nuraini Kartikasari
    Pend. Matematika A 2013

    Banyak cara yang dapat digunakan oleh guru untuk mengajarkan tentang perkalian kepada siswa. Beberapa cara tersebut diantaranya mengajarkan perkalian dengan visualisasi menggunakan benda-benda konkrit, dengan tabel perkalian, dan mengajarkan mencongak tentang perkalian kepada siswa supaya mereka terlatih untuk menghitung perkalian dengan cepat. Dengan penanaman konsep perkalian terlebih dahulu, maka siswa akan pahan dan hafal dengan sendirinya.

  13. Diah Nuraini Kartikasari
    Pend. Matematika A 2013

    Menurut saya, apabila seorang siswa sulit mengikuti pembelajaran beberapa mata pelajaran di kelas, siswa tersebut sebaiknya tetap ditempatkan pada kelas tersebut atau dengan kata lain tinggal kelas. Hal ini dilakukan supaya siswa tersebut tidak tertekan dalam mengikuti pembelajaran karena di kelas tersebut masih memerlukan bimbingan khusus. Dalam menghadapi masalah ini, diperlukan kerjasama antara guru dan orangtua. Guru perlu memberikan perhatian khusus terhadap siswa yang kemampuan belajarnya menengah ke bawah dan orangtua siswa perlu mengawasi putra-putrinya dalam belajar.

  14. Taofan Ali Achmadi
    PPs PEP B 2016

    Perihal masalah siswa tidak begitu paham terkait perkalian bukan menjadi alasan utama untuk tidak menaikan kelas seorang siswa meskipun matematika menjadi ilmu dasar bagi anak-anak,karena disini sudah jelas matematika bukanlah ilmu konsentrasi bagi anak-anak sehingga tidak harus menjadi alasan utama untuk tidak menaikkan kelasnya karena jika tidak demikian justru anak-anak akan ketinggalan juga pada pelajaran lain yang mungkin anak tersebut memilki komptensi pada pelajaran selain matematika. Jadi solusinya menurut saya anak tersebut tetap dinakiikan kelasnya karena menimbang aspek psikologi anank kedepannya jika ditinggalkan kelasnya namun pihak sekolah juga harus memberikan pembelajaran ekstra bagi si anak dalam memahami matematika prihal kekurangannya minsal pada perkalian karena meskipun matematika masih belum menjadi ilmu konsentrasi tapi matematika penting bagi anak kedepannya dalam menjalani proses kegiatan sehari-hari.

  15. Rospala Hanisah Yukti Sari
    S2 Pendidikan Matematika Kelas A Tahun 2016

    Assalamu’alaikum warohmatullahi wabarokatuh.

    Dalam menaikkan atau meninggalkan anak dalam kenaikan kelas, menurut saya itu tergantung dari kebijaksanaan guru yang bersangkutan. Guru dapat memahami kondisi psikologis siswa serta kemampuan kognitif siswa. Sebelum menaikkan atau meninggalkan, tentunya ada beberapa aspek yang harus dipenuhi, disisnilah kebijaksanaaan guru sangat penting. Karena bisa jadi anak memiliki kelebihan di bidang lain, tetapi memiliki kekurangan dalam bidang lain. Guru juga bisa mempertimbangkan dari aspek afektif siswa selama mengikuti pembelajaran. Beberapa siswa terkadang mengalami kesulitan dalam memahami, bukan karena ia tidak bisa, tetapi mungkin juga cara penyampaian guru yang keliru.

    Kondisi siswa penerapan sistem pendidikan kapitalis sekarang memang sangat memprihatinkan, siswa dipaksa untuk menguasai materi pelajaran yang tidak sesuai dengan minat dan bakatnya. Sedangkan, masing-masing siswa memiliki bakat masing-masing. Belum lagi banyaknya materi pelajaran yang harus dikuasai dengan mengabaikan aspek psikologis dan spiritual siswa. Alhasil, banyak siswa yang mengalami kesulitan dalam mengikuti proses pembelajaran dan sebagian mengalami degradasi moral karena tuntutan sistem yang berjalan tidak sesuai dengan fitrah manusia.

    Wassalamu’alaikum warohmatullahi wabarokatuh.

  16. Azwar Anwar
    Pendidikan Matematika S2 Kelas B 2016

    Setiap guru mempunyai metode masing-masing dalam mengajarkan sebuah materi yang akan disampaikannya dan juga disesuaikan dengan konteks materinya. Dengan anak yang tidak dapat menyerap materi yang disampaikan maka ada faktor yang mempengaruhinya. Jadi karena alasan metode pembelajaran yang kurang tepat maka siswa tersebut tidak naik kelas. Maka ini salah,kita juga harus mengetahui aspek-aspek yang lain, jangan hanya dilihat dari metodenya. Oleh karena itu guru yang bersangkutan harus punya kebijaksanaan dalam menentukannya dengan melihat aspek-aspek yang lain. Guru harus mampu mengetahui aspek kognitif, afektif dan psikomotorik masing-masing siswa.

  17. Ika Dewi Fitria Maharani
    PPs UNY P.Mat B 2016

    Hal ini tidak sulit untuk mempelajari tabel kali. Orang tua dapat mengajarkan anak-anak mereka ini sebagai permainan, misalnya. Guru tidak bisa disalahkan. Saya pikir mereka, jadi, saya meninggalkan ajaran universitas untuk kembali ke mengajar di sekolah tinggi dan kemudian mengajar SMP. Saya belajar guru mengajar. Anak-anak datang ke sekolah lapar. Anak-anak datang ke sekolah setelah bekerja sepanjang malam untuk menghidupi keluarga mereka. Anak-anak datang ke sekolah tanpa pekerjaan dilakukan karena faktor rumah. Anak-anak datang ke sekolah setelah menghindari orang tua mabuk sepanjang malam. tangan guru terikat .... mereka tidak dapat mengunjungi keluarga, atau memberikan setelah penalti sekolah di banyak tempat karena undang-undang. Adalah salah untuk menyalahkan guru, banyak dari mereka menghabiskan uang mereka sendiri untuk mendapatkan sesuatu untuk membantu siswa belajar. Faktor lain yang mempengaruhi belajar siswa adalah jumlah kematian yang mereka hadapi dalam komunitas mereka. Atau, jumlah orang tua meninggalkan mereka. Atau, jumlah orang tua pergi ke penjara. Atau, kurangnya harapan. Atau, perjalanan melalui tanah obat untuk sampai ke sekolah. Atau, jumlah tak terbatas alasan mereka tidak belajar bahwa tidak ada hubungannya dengan guru.


    Ketika seorang siswa tidak dapat melakukan tabel perkalian dengan sempurna, menurut hemat saya :
    Guru perlu menaganalisis lebih lanjut, karena meskipun siswa salah berfikir pasti siswa tersebut memiliki alur berfikir dan alasan mengapa dia mengungkapkan jawaban yang kurang tepat tersebut. Selama siswa memiliki motivasi, guru serta orang tua berperan membimbing maka siswa mungkin membutuhkan waktu lebih lagi untuk lebih memahami bagaimana mendapatkan jawaban yang tepat. Keputusan naik atau tidak nya siswa tersebut tidak dilihat pada satu sisi saja. Mungkin bisa jadi siswa memiliki passion, bakat atau minat yang lain. Sejauh ini seseorang selalu memandang siswa yang pintar matematika selalu lebih pintar dari siswa yang berbakat melukis. Selama ada perkembangan maka siswa memiliki kesempatan yang sama.

  19. mengenai masalah ini, kita jangan menyalahkan anak bahwa dia tidak bisa tabel perkalian sempurna. Mungkin ada faktor lain yang membuat nya terhambat dalam mengtahui tabel perkalian sempurna. Kembali ke guru, guru perlu memberikan perhatian dan bantuan kepada siswa yang mengalami kesulitan dalam mengetahui tabel perkalian. Peran guru sangat memperngaruhi, seorang guru harus memiliki pengetahuan yang banyak mengenai metode-metode mengenai perkalian. Untuk itu guru perlu lebih dekat kesiswa dalam menggali informasi perkembangan anak didiknya, dengan demikian kesulitan siswa dalam belajar perkalian secara dini dapat diketahui dan diatasi. Jika berbagai macam metode- metode yang diajarkan guru dan guru sudah bersusah payah mengajarkannya dan ternyata anak itu tidak paham dan tidak tahu sama sekali . jadi menurut saya, lebih baik ditinggal saja, jika dipaksakan untuk naik kelas , itu malah membuat dia lebih kesulitan lagi dalam memahami pembelajaran perkalian ditingkat selanjutnya. Disini peran orang tua juga sangat berpengaruh untuk tercapainya keberhasilan anak dalam belajar . oleh karena itu orang tua lebih sering memerhatikan anaknya khususnya anak yang ditinggal kelas, lebih sering memotivasi dalam belajar dan kursus tambahan diluar mengenai pembelajaran yang harus diperbaiki .

    M. Saufi Rahman
    S3 PEP Kelas A

  20. Kumala Kusuma Putri
    Pendidikan Matematika I 2013

    Assalamualaikum Wr. Wb.
    This is really interesting discussion. I see many opinion here. There are people who agree and disagree. But, I think that it is acceptable to transfer him or her to the next grade. Why? In my opinion, the main reason is not about knowing or memorizing, but understanding. Memorize is good but not as good as understand. We know that memorize is more easy than understand for students in the primary school. But understand is the best way to know mathematics more. Memorize is the first step to understand. But dont make memorize become a habit! Memorize times table is really useful for students in the primary school. But that is not making memorize become the main reason. There are still many reason to decide if students go to the next grade or not. Not memorize doesn't mean not understand, right? I think that is enough. Thank you.

    Wassalamualaikum Wr. Wb.

    S2 P.MAT B 2016

    dalam hal pembelajaran yang dilakukan di dalam kelas memang sangat dibutuhkan kebijaksanaan guru, karena dari kebijaksanaan itu dapat juga mempengaruhi anak yang masih kurang dalam pembelajaran termotivasi agar lebih giat belajar. Kekurangan ataupun ketertinggalan pembelajaran siswa bisa jadi bukan karena kemauannya sendiri tetapi karena dipengaruhi faktor-faktor baik secara internal maupun eksternal. faktor-faktor internal seperti daya tangkap anak terhadap pembelajaran yang diberikan, minat anak, hingga intelegensi anak, untuk itu diperlukan strategi dan bimbingan dari guru kepada siswa agar anak yang dalam pembelajarannya masih tertinggal dapat setara dengan siswa-siswa lain.

  22. Khomarudin Fahuzan
    PPs Pend. Matematika B

    Sekolah di Indonesia memang menerapkan graded class, ada kelebihan dan kekurangan dalam sistem tersebut. Salah satu contoh kekurangannya adalah banyak siswa yang cenderung untuk dinaikkan ke kelas yang lebih tinggi padahal kemampuannya belum memenuhi untuk naik kelas. Mereka diluluskan karena banyak faktor, dari mulai umur, tidak enak dengan orang tua, bahkan membiarkan supaya menjadi tanggung jawab guru yang setelahnya. Hal demikian itu yang dirasa kurang pas, karena akan membuat siswa bukannya terselesaikan masalahnya, tetapi malah menambah beban siswa dalam belajar karena memang kemampuannya belum mencukupi untuk mempelajari materi ditingkat selanjutnya. Maka, sistem graded class dirasa kurang tepat diterapkan untuk siswa sekolah dasar, karena memang mereka masih dalam proses perkembangan, konstruksi ilmu pengetahuan. Dan tidak mungkin dipaksa untuk bisa memahami hal yang memang diluar batas kemampuannya. Saya setuju dengan anggapan bahwa tingkatan kelas itu dibedakan pada tingkat kemampuan siswa dalam memahami materi. Sehingga ketika pengelompokan kelas memperhatikan tingkat kemampuan anak dengan standar khusus disana, maka perkembangan kemampuan anak akan lebih terarah, siswa akan lebih mudah memahami karena memang yang akan ia pelajari memang yang sesuai dengan kemampuan dan perkembangannya.

  23. Andi Sri Mardiyanti Syam
    PPs S2 PEP Kelas B 2016

    Assalamualaikum Warohmatullah Wabarokatuh.

    Untuk SD kelas 4 sebaiknya sudah harus hafal tabel perkalian minimal sampai dengan perkalian 10, karena tonggak matematika kedepannya dibangun disekolah dasar ini. Jika matematika seorang anak bagus di waktu SD maka insha Allah kedepannya mereka akan lebih mudah lagi mempelajari matematika karena mereka telah menguasai dasarnya. Mengenai naik kelas atau tidaknya seorang anak, maka dalam hal ini setiap daerah memiliki kebijakan yang berbeda-beda, dikarenakan sistem otonomi daerah di Indonesia.

    Sekian, terima kasih.
    Wassalamualaikum Warohmatullah Wabarokatuh.

  24. Andi Sri Mardiyanti Syam
    PPs S2 PEP Kelas B 2016

    Assalamualaikum Warohmatullah Wabarokatuh.

    Masalah naik atau tinggal kelas masih menjadi persoalan klasik di setiap sekolah. Terutama di pelosok Indonesia. Hal ini bisa menjadi masalah besar. Namun kembali lagi ketetapan penaikan kelas ini kembali pada Kepala sekolah, wali kelas dan guru yang bersangkutan dnegan mempertimbangkan berbagai aspek lain pula tentunya.

    Sekian, terima kasih.
    Wassalamualaikum Warohmatullah Wabarokatuh.

  25. Fitri Ayu Ningtiyas
    S2 P.Mat B UNY 2016

    Dalam hal ini diperlukan kebijaksanaan guru untuk melihat bahwa kemampuan kognitif tiap siswa berbeda-beda. Diperlukan pemahaman lebih lanjut bagi para guru untuk menganalisa penyebab kesulitan siswa. Guru kembali harus memahami bahwa setiap siswa memiliki kemampuan matematis yang berbeda. Kembali, peran guru sangat diperlukan untuk membuat siswa tersebut mengenali faktor penyebab keterlambatannya.

  26. Umi Arismawati
    Pendidikan Matematika A 2013

    Perkalian merupakan konsep dasar yang nantinya akan dijadikan landasan untuk materi-materi selanjutnya. Sehingga setiap siswa harus tuntas dalam mempelajarinya. Jika siswa belum bisa maka apakah guru dapat menaikkannya ke kalas selanjutnya atau harus tinggal kelas? Menurut saya kalau siswa masih bisa diremidi sehingga dapat mengguasainnya maka siswa tersebut dapat dinaikkan. Akan tetapi bila dengan remidi maupun tambahan siswa tetap belum mengguasai maka siswa harus tinggal kelas. Terima kasih

  27. Umi Arismawati
    Pendidikan Matematika A 2013

    Ketika siswa dipaksa untuk naik kelas sedangkan dia belum menguasai perkalian maka akan terjadi beberapa akibat baik untuk dirinya maupun teman-temannya. Seperti siswa akan semakin tidak dapat menguasai materi selanjutnya karena landasannya perkalian belum paham. Pembelajaran juga menjadi lebih lambat karena terkendala dengan siswa yang lambat dalam memahami materi disebabkan materi sebelumnya yang belum tuntas. Sehingga guru harus bijak dalam mengambil keputusan.

  28. Niswah Qurrota A'yuni
    NIM. 16709251023
    PPs S2 Pendidikan Matematika Kelas B 2016

    Assalamu'alaikum Wr.Wb.,

    Jika anak kelas empat SD belum dapat menguasai perkalian dengan cepat dan benar apakah dapat diterima jika ia dinaik kelaskan ke kelas berikutnya? Menurut polling seperti yang diungkapkan oleh Victor Guskov bahwa 63.9% menjawab Ya dan 36.19% menjawab tidak. Menurut saya, anak-anak adalah manusia yang istimewa. Karena dengan segala kekurangannya mereka dapat memiliki pemikiran-pemikiran diluar nalar berpikir orang dewasa. Karakter setiap anak pun berbeda-beda. Juga dengan kemampuannya. Maka sungguh tidak adil untuk menilai kemampuan belajar seorang anak atau mengevaluasi pantas atau tidaknya ia naik ke kelas berikutnya hanya melalui tabel perkalian yang belum dia hafalkan. Karena bisa jadi ternyata kemampuan dan bakatnya ada di bidang lain.

    Wassalamu'alaikum Wr.Wb.

    S2 Pendidikan Matematika 2016 Kelas B

    Assalamualaikum Wr.Wb.

    Untuk dapat menaikkan kelas atau tidaknya siswa harus dilihat dari beberapa aspek dan tidak bisa dilihat dari satu sisi saja. Setiap anak memiliki kemampuan yang berbeda-beda. Mungkin saja ada anak yang tidak bisa menghafalkan perkalian dengan cepat, tetapi jika ingin ditelusuri lagi, mungkin saja mereka bisa mengerti perkalian dengan cara kontekstual walaupun memang lebih lambat dari menghafal. Disinilah guru harus mampu mengetahui cara belajar siswa. Seorang anak pasti bisa berkembang jika melalui belajar yang tepat.

    Wassalamualaikum Wr.Wb.

  30. Kartika Nur Oktaviani
    Pendidikan Matematika S2 UNY kelas B

    Assalamu'alaikum wr wb.
    Adalah suatu kesedihan guru saat muridnya tidak memahami yang kita ajarkan. Guru sedih, murid juga kecewa. Akhirnya mereka menjadi tidak tahu arah dan menjadi kaum marjinal negatif di masyarakat. Inilah tantangan bagi guru untuk mengembangkan pola matematika agar lebih mudah dipelajari. Jika anak tidak bisa kali-kalian, sebisa mungkin kejarlah di remedial. Berilah pengertian pada siswa tentang belajar ini secara perlahan. Jangan langsung men-judge siswa bodoh. Bisa saja kita yang salah mengajari mereka. Luangkan waktu lebih banyak dengan mereka. Jika memang tidak memungkinkan, berilah mereka kesempatan setahun lagi untuk di kelas selanjutnya. Jika semakin tidak bisa mengikuti, bisa diberlakukan tidak naik kelas itu.
    Wassalamu'alaikum wr wb.