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. Sofi Saifiyah
    S2 PEP B

    Allah memberikan kemampuan kepada setiap manusia dengan kapasitas yang berbeda-beda. Seorang anak pasti memiliki bakat dan minatnya masing-masing dengan bidang yang masing-masing pula. Tidak salah dan memang bukan salah siswa jika dalam proses belajar siswa mengalami kegagalan. Setiap kegagalan yang terjadi pada siswa, jangan kita anggap sebagai total kesalahan siswa. Kegagalan tersebut tentunya terjadi karena adanya beberapa alasan. Mungkin bisa jadi kita lah salah satu penyebabnya. Setiap hal yang terjadi pada siswa perlu kita evaluasi dan selidiki secara mendalam. Diperlukan komunikasi yang baik antara siswa dengan guru, guru dengan orangtua, dan guru dengan pihak-pihak yang berkepentingan dengan siswa itu sendiri sehingga tidak ada kesalah pahaman antara guru dan siswa, sehingga ketercapaian tujuan pendidikan dapat terlaksana.

  2. Elsa Susanti
    S2 Pendidikan Matematika 2017 Kelas B
    Ini adalah pembahasan yang sering dipertanyakan dalam diskusi-diskusi di kelas. Apa yang harus dilakukan jika siswa memiliki kesulitan dalam pembelajaran disebabkan kegagalan pemahaman pada kelas sebelumnya. Pada artikel ini dikupas bahwa kesalahan siswa dapat disebabkan banyak hal. Di sanalah letak peranan guru sebagai fasilator untuk mendignosa kesulitan anak. Sejatinya guru harus memahami bahwa setiap siswa memiliki perbedaan karakter dan pola pikir. Guru tidak bisa memaksakan hasil yang sama pada setiap siswa karena cara setiap siswa menerima pembelajaran berbeda-beda. Menurut saya dalam mengatasi hal ini kembali lagi pada profesional dan ketulusan guru.

  3. Arung Mega Ratna
    PPs PMC 2017

    Tidak bisa melakukan generalisasi jika anak kelas 4 belum bisa mengenal waktu, bisa jadi anak tersebut memang tidak berbakat dan tidak berminat terhadap matematika, akan tetapi karen itu adalah dsar dalam matematika maka kita harus memberinya konsep secara perlahan dan mudah agar anak paham.

  4. Fitri Ni'matul Maslahah
    PPs PM C

    Menyimak diskusi di atas, saya setuju bahwa siswa perlu waktu untuk dapat menguasai tabel perkalian dengan sempurna. Bahkan satu siswa dengan siswa lainnya tidak dapat disamakan dalam hal mastery learning karena kapasistas mereka yang berbeda. Alangkah baiknya jika kita menemukan siswa yang demikian (belum dapat menguasai dengan baik tabel perkalian)kita seharusnya mendampingi mereka atau memberikan scaffolding yang berbeda pula dosisnya dengan siswa yang lain, tanpa membedakan kasih sayang dan perhatian kitra kepada siswa yang bersangkutan dan siswa yang lainnya. Wallahu a'lam

  5. Fitri Ni'matul Maslahah
    PPs PM C

    Jika ditelusuri lebih dalam, jangankan siswa kelas empat, orang dewasa pun memerlukan waktu untuk menyelesaikan persoalan matematika, namun tidak dipungkiri bahwa latar belakang pendidikan juga mempengaruhi. Ambil contoh seorang guru mampu menyelesaikan soal-soal olimpiade karena guru yang bersangkutan telah memiliki prior knowledge yang memadai, namun tidak dapat dielakkan juga bahwa biarpun pengetahuan telah dimiliki guru perlu waktu yang lebih lama untuk menyelesaikan semuanya. Oleh sebab itu, siswa pun patut kita beri waktu yang relevan untuk mempelajari materi matematika. Sehingga tidak ada salahnya memberikan bimbingan intensif terlebih dahulu kepada siswa, kemudian lakukan lagi evaluasi. Jika siswa tetap tidak mampu mengejar ketinggalannya, maka guru dapat menaikkan siswa dengan tetap memberikan bantuan atau membiarkan siswa tinggal kelas untuk mempelajari ulang materi tersebut. Wallahu a'lam

  6. Arina Husna Zaini
    PEP S2 B
    Assalamualaikum Wr.Wb

    Setiap anak memiliki keunikan masing-masing dengan keragaman potensi dan belajar adalah proses untuk mengembangkan dan mengasah potensi agar anak dapat eksis dalam kehidupan. Menyimak diskusi diatas tentang anak kelas 4 yang belum menguasi tabel waktu ataupun tabel peerhitungan, menurut kami anak itu tetap bisa naik ke tingkat diatasnya. Mereka tetap bisa naik karena sejatinya belajar adalah proses dan guru merupakan fasilitator dan salah satu teman belajar yang baik untuk membantu mereka saat mengalami kesulita. Selain itu, berdasarkan apa yang dikatakan Anand Mehta bahwa “In the UK it is government policy not to hold back.”, menurut kami ini adalah kebijakan yang ideal dan pas karena anak yang tidak naik tingkat jika dipandang dari sisi guru memang niatnya baik yakni agar siswa dapat belajar lebih mendalam, namun ketika naik kelas bisa mengganggu psikologinya.

  7. Arina Husna Zaini
    PEP S2 B
    Assalamualaikum Wr.Wb
    Sebenarnya tidak hanya siswa sekolah dasar saja yang mengalami kesulitan seperti ini. Anak SMP, SMA saja juga memiliki potensi yang sama untuk mengalami kesulitan tersebut bahwa orang dewasa juga karena belajar adalah proses dalam setiap hidup dan berhenti ketika manusia telah meninggal. Oleh karenanya, ketika ada orang mengalami kesulitas terlebih anak-anak yang mengalaminya dalam materi sekolah , menjadi tugas kita ataupun guru untuk memahami dan memberi pelayanan yang haik agar anak tidak merasa terdeskriminasi dan merasa bangkit lagi untuk belajar. Terima Kasih

  8. Metia Novianti
    PPs P.Mat A

    Sangat menarik untuk menyimak dialog di atas. Saya setuju bahwa Setiap anak memiliki kemampuan yang berbeda-beda yang dapat menyebabkan perbedaan pula dalam hasil yang diperoleh. Menguasai tabel perhitungan adalah salah satu keterampilan yang dibutuhkan dalam pembelajaran matematika karenamerupakan salah satu operasi yang akan sangat diperlukan pada tingkat lanjut. Apakah bila sampai kelas 4 seorang anak belum dapat menguasai tabel perhitungan "flawlessly" ia harus tinggal kelas? Sebelum memutuskannya, lebih baik guru mengetahui alasan kesulitan yang dialami siswa tersebut barulah ia dapat menentukan apa keputusan yang paling tepat.

  9. Insan A N/PPs PmC 2017/17709251052
    Sangat menarik pertanyaan dari diskusi, dan jawawaban dari berbagai orang terkait masalah ini. Kemampuan siswa dalam mateatika berbeda, jika dalam teori psikologi gardner ada 9 macam kecerdasan, kemungkinan siswa yang belum mampu tidak dominan pada keccerdasan matematika. Hemat saya, guru harus memfasilitasi, bahkan memberikan bimbingan ekstra kepada siswa yang belum mampu. Bukan malah ditinggal kelas, karena secara psikologi akan berdampak buruk bagi anak. Berbeda jika pendidikan orang dewasa yang sudah mampu mengatur diri

  10. Insan A N/PPs PmC 2017/17709251052
    Jika memang siswa kelas 4 belum mapu table perkalian, kemudian kesalahan ditimpakan kepada guru kelas 4 dan guru sebelumnya, perlu ditinjau bukti apa yang menjadi penguat bahwa itu salah guru. Nyatanya ada jga siswa yang mampu melakukan table perkalian, berarti bukan sepenuhnya salah guru. Siswa tingkat dasar seperti ini harus dibimbing lebih untuk membantu meningkatkan kepercayaan diri dan meningkatkan nosi nya terkait dengan perkalian.

  11. Firman Indra Pamungkas
    S2 Pendidikan Matematika 2017 Kelas C

    Assalamualaikum Warohmatullah Wabarokatuh
    Menurut saya, ketika siswa berada di kelas 4, siswa sebaiknya sudah mengetahui perkalian dengan mahir. Namun, ketika siswa tidak mahir perkalian kita tidak dapat serta merta menentukan apakah dia harus naik kelas atau tidak. Kita harus mencari tahu terlebih dahulu seberapa besar pemahaman siswa tersebut terhadap perkalian. Boleh jadi siswa terlihat tidak mahir perkalian hanya dikarenakan dia tidak teliti saat menghitung. Ketika siswa sudah memahami penjumlahan serta memahami perkalian sebagai penjumlahan berulang maka menurut saya siswa tersebut layak untuk naik kelas. Sebaiknya pada awal pembelajaran pada setiap tahun ajaran baru, guru mengingatkan siswa mengenai konsep perkalian dan pembagian sekaligus untuk mengetahui siswa mana saja yang membutuhkan perhatian lebih.

  12. Latifah Fitriasari
    PM C

    Belajar sebagai produk akhir dari teknologi pendidikan. Padahal proses pendidikan terdapat di dalamnya menyangkut kegiatan belajar mengajar dengan segala aspek dan faktor yang mempengaruhinya. Oleh karena itu teknologi pendidikan adalah studi dan praktek etis untuk memfasilitasi belajar karena hal itu merupakan pengelola kegiatan pembelajaran yang dapat memfasilitasi kegiatan belajar siswa dalam mencapai tujuan pembelajaran. Dengan demikian terdapat bidang yang berkepentingan dengan memfasilitasi belajar pada manusia melalui usaha sistematik dalam identifikasi.

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  14. Putri Solekhah
    S2 Pend. Matematika A

    Assalamu'alaikum wr wb,

    Saya juga mengalami hal serupa pada teman sekelas saya saat sekolah dasar maupun saat saya mengajar secara privat. Saat memasuki kelas empat sekola dasar, seharusnya siswa sudah mampu melakukan perkalian bilangan di bawah sepuluh dengan baik. Namun, saya menemui bahwa ada beberapa anak yang masih kesulitan dalam melakukan perkalian tersebut. ada siswa yang masih menjumlahkan berulang suatu bilangan yang dikaikan. Ada juga yang sama sekali tida tau bagaimana mencari solusi dari soal perkalian. Ada juga siswa yang bisa menjawab namun menggunakan bantuan jari (jarimatika) dan sepertinya tidak mengerti makna dari hasil perkalian tersebut.

    Menurut saya, siswa seperti ini perlu diajari lagi tentang koonsep perkalian dengan cara yang bermakna. Barulah apabila memang setelah diajari berkai-kali namun tida ada perubahan/perkembangan, serta ditinjau dari mata pelajaran lain juga memiliki masalah yang sama guru sebaiknya tida menaikkannya ke kelas selanjutnya. Karena dikhawatirkan anak akan lebih terbebani. Namun jika terdapat perubahan/ perkembangann pada anak tersebut sebaiknya tetap dinaikkan dengan catatan guru harus menemukan solusi dari permasalahannya dan memberikan perhatian ekstra kepada anak tersebut.

  15. Ramayanti Agustianingsih
    PPs PMat C 2017

    Assalamualaikum, wr.wb.
    Perkalian adalah termasuk operasi dasar matematika yang penting dan akan berpengaruh pada kemampuan anak untuk memahami konsep matematika yang lebih tinggi. Melalui transkrip diskusi tadi terlihat bahwa ada masalah-masalah yang berkaitan dengan perkalian. Karena perkalian akan mempengaruhi kemampuan berpikir/belajar siswa untuk konsep matematika yang diatasnya, maka perkalian harus benar-benar dikuasai/dipahami, harus benar-benar tersimpan didalam LTM siswa atau dengan kata lain perkalian itu menjadi refleks bagi siswa. Perkalian bukan hanya sekedar mampu menghafalkanya saja namun mampu memahami makna dari perkalian itu sendiri dan mengaplikasikannya dalam masalah nyata. Hal ini menjadi tantangan bagi guru kelas 4 untuk mampu menanamkan konsep dan makna perkalian dengan sesungguhnya. Sekian dan Terima Kasih.
    Wassalamualaikum, wr.wb.

  16. Novita Ayu Dewanti
    S2 PMat C 2017

    Dalam artikel diatas dicertakan apakah tidak tidak mengapa untuk mengaikkan siswa kelas 4 jika dia tidak mengetahui time table. Dikatakan di dialog diatas bahwa tidak mengapa jika siswa tidak mengetahui timetable dengan sempurna. Jangankan siswa kelas 4, yang sudah mencapai tingkat yang lebih tinggi mengakui bahwa dia belum sempurna dalam menguasi time table.

  17. Mariana Ramelan
    S2 Pend. Matematika C 2017

    Yang dimaksud know the times tables flawlessly adalah dapat menjawab dengan cepat dan dengan benar secara berulang-ulang dari pertanyaan di tabel perkalian secara acak.
    Terdapat banyak sekali pendapat untuk menanggapi pertanyaan tersebut. Belajar adalah tentang menyimpan di memori jangka panjang, sedangkan mengingat hanya menyimpannya di memori jangka pendek. Menurut saya, menghapal tabel perkalian belum menjamin anak memahami konsep. Untuk itu sebaiknya kita mengajarkan konsep perkalian dulu baru menghafalnya.

  18. Muh Wildanul Firdaus
    Pendidikan matematika S2 kls C

    Perkalian merupakan salah satu operasi penting. Kegagalan siswa dalam mempelajarinya bisa dibilang itu juga merupakan kegagalan guru sebagai fasilitatornya. Menurut saya apabila ada siswa kelas empat yang belum menguasai tabel perkalian boleh dinaikkan ke kelas selanjtnya dengan syarat anak tersebut tidak bermasalah di bidang lain. di kelas selanjutnya dapat dibackup lagi mengenai perkalian.

  19. Kartika Pramudita
    PEP S2 B

    Menyimak bacaan tersebut sangat menarik dan menyadarkan bahwa setiap anak memiliki kemampuan yang berbeda-beda. Setiap anak memiliki kemampuan pada bidang tertentu dan tidak bisa menuntut siswa untuk sama dengan siswa yang lain. Hal tersebut juga dapat mengingatkan kepada guru untuk lebih mempertimbangkan aspek-aspek yang lain terutama tentang perkembangan anak untuk mengambil setiap keputusan. Jangan sampai keputusan yang diambil justru berdampak buruk pada siswa.

  20. Nama: Dian Andarwati
    NIM: 17709251063
    Kelas: Pendidikan Matematika (S2) Kelas C

    Assalamu’alaikum. jika siswa belum menghafal tabel perkalian, menurut saya harus di cari tahu penyebabnya terlebih dahulu. jika siswa tidak hafal tapi memahami perkalian, menurut saya tidak ada masalah untuk naik kelas. Sayapun tidak hafal tabel perkalian, bahkan sampai sekarang kesulitan untuk mengingat perkalian 7 dan 8. Jika siswa tidak hafal perkalian dan tidak memahami perkalian maka car tahu duu penyebabkan dan usahakan untuk membant siswa belajar. Jika siswa belum memahami perkalian juga, lebih baik siswa tidak naik kelas terlebih dahulu.

  21. Eka Luthfiana Lathifah
    PPs PMat C

    apakah satu-satunya cara agar siswa dapat melakukan perkalian itu dengan menghafal tabel-tabel perkalian? kesulitan siswa mempelajari perkalian merupaka salah satu PR bagi guru untuk berinovasi dan mencari strategi yang bagus yang dapat membantu meningkatkan pemahaman siswa mengenai perkalian.

  22. Eka Luthfiana Lathifah
    PPs PMat C

    Persoalan ini sebenarnya tidak hanya terjadi di kelas 4, karena orang dewasa juga terkadang ada yang masih kesulitan dalam melakukan operasi perkalian. Membaca postingan ini saya jadi teringat pada murid yang saya privat, dia sudah SMP namun dia masih belum bisa melakukan operasi perkalian, bahkan seringkali tertukar antara perkalian dan penjumlahan. Saya sempat heran dan bertanya kepada diri saya sendiri “sebenarnya siapa yang salah disini, penanaman konsep guru, atau memang muridnya yang tidak dapat memahami?”. Kesalahan dalam mendifinisikan perkalian akan berakibat fatal, seperti yang dicontohkan oleh dosen saya cara membaca resep dokter itu menggunakan konsep perkalian, jika kita salah mendefinisikannya maka bias-bisa malah jadi overdosis.

  23. Shelly Lubis
    S2 P.Mat B

    beberapa waktu lalu kami mempelajari tentang teori-teori belajar yang dikemukakan oleh para ahli. sampai kami pada salah satu teori yang mengindikasikan bahwa pembelajaran dengan metode menghapal itu kurang efisien. namun terjadi perbedaan pendapat diantara beberapa teman dikelas. salah satunya menyatakan bahwa metode menghapal masih relevan, sebagai contoh untuk menghapal perkalian atau menghitung hasil perkalian dengan metode jari, lebih cepat jika mereka hapal perkalian. karena dengan metode jari, mereka memerlukan waktu lebih lama untuk menentukan jawabannya. sedangkan jika murid itu hapal, dia akan secara spontan menemukan jawabanya. dengan demikian perdebatan diketengahi dengan menguasai dua aspek, yaitu hapal perkalian dan juga paham konsep darimana asalnya hasil perkalian itu.

  24. Dewi Thufaila
    Pendidikan Matematika Pascasarjana C 2017


    Anak kelas 4 SD yang masih berada pada tahap operasional konkret, anak pada usia ini masih belum konstan. Seperti masih ada anak yang mengulang materi karena proses belajar yang lambat, tetapi ketika anak memiliki rasa ingin tahu yang tinggi maka anak ingin mencari degan antusias.


  25. Nur Dwi Laili K
    PPs PMAT C

    Ketika seorang anak belum menguasai suatu materi seperti tentang perkalian maka guru harus menaganlisis terlebih dahulu dimana letak kesalahan dan kesulitan siswa. Bisa jadi seorang siswa belum menguasai perkalian karena tidak paham apa yang guru terangkan. Karena setiap siswa pastilah memiliki kemampuan dan cara belajar yang berbeda-beda. Jika seorang anak dapat dengan mudah memahami perkalian dengan metode A, hal ini belum tentu berlaku pada anak lain. Maka yang dapat guru lakukan adalah mencari tahu terlebih dahulu permasalahan mengapa siswa kesulitan. Jika sudah mengetahui maka baru dapat diambil keputusan yang bijak apakah siswa tersebut nantinya dapat mengikuti pembelajaran di tingkat yang lebih tinggi atau tidak.

  26. Nama : Rosyita Anindyarini
    NIM : 17701251031
    Kelas : PEP B S2 2017

    Permasalahan yang terjadi pada siswa, bukan serta merta kesalahannya. Banyak faktor yang mempengaruhi nya. Bukan hanya siswa sekolah dasar yang mengalami, namun semua siswa di berbagai jenjang juga mengalaminya. Dengan begitu, bagaimana seorang guru dan kedua orang tua nya mampu memabantu siswa mengatasi permasalahan tersebut. Persoalan perkalian sebenarnya menjadi hal yang mendasar dan umum terjadi. Saya jadi teringat dengan murid les saya, dia sangat sulit dalam memahami perkalian, walapun perlahan bisa namun setelah adanaya paksaan dari saya untuk menghafalkan karena kalau dijelaskan secara teori dia sudah ogah-ogahan. Adapula siswa kelas XII yang sebentar lagi akan menghadapi UN, perkalian sederhanapun dia masih salah. Bagaimana tidak menjengkelkan dan mengherankan, sudah SMA masih belum mampu perkalian dan terkadang merambat kepada operasi bilangan yang lain. Menghadapi permasalahan seperti ini, seperti halnya juga yang tertera pada judul "Jika siswa kelas empat tidak mengetahui tabel waktu dengan sempurna, apakah bisa diterima untuk mentransfernya ke kelas berikutnya?" tidak lah tepat jika kita langsung membuatnya untuk tinggal. Haruslah ada usaha dari guru dan orang tua untuk mencari akar permasalahannya, sehingga mampu mendapatkan solusi yang tepat untuk memecahkannya. Karena, siswa juga memiliki harga diri dan perasaan. Bantulah apapun yang ia butuhkan. Penuhi hak dan kewajibannya di sekolah, agar tujuan dan cita-citanya mampu tercapai.

  27. Aristiawan
    S2 PEP 2017 B

    Menjadi menarik bahasan atau diskusi diatas. Dimana topik bahasan diatas adalah topik yang nyata ada dalam kehidupan kita. memang dilematis ketika ada seorang siswa yang belum mencapai suatu kompetisi tertentu (bukan semua kompetisi) dan sudah tiba waktunya untuk kenaikan kelas. Sehingga sudah waktunya untuk ditentukan bagaimana nasib siswa tersebut, apakah siswa tersebut harus tinggal kelas ataukah tetap naik kelas. Hal seperti ini tidaklah bisa dipukul rata karena sifatnya kasuistik. Peran guru lah yang menjadi sorotan. Jika pun harus dinaikkan kelasnya, maka perlu adanya komunikasi antara guru kelas lama dengan guru di kelas barunya. Sehingga barangkali guru baru tersebut akan memberikan treatment untuk mengejar ketertinggalan siswa tersebut.

  28. Muhammad Kamaluddin
    P. Mat B PPs 2017

    Menarik sekali menyimak tentang diskusi pada postingan ini. Kemampuan dan potensi siswa yang beragam emmang memberikan keunikan tersendiri dalam dunia pendidikan. Itulah sebabnya guru harus sebisa mungkin merangkal dan memfasilitasi setiap siswa dengan kemampuan beragam tersebut. Dlam kaitannya siswa kelas 4 yang belum mahir dalam hal tabel perkalian dan tabel waktu, ada baiknya guru tidak serta merta menyalahkan kemampuan siswa. Lihatdulu apa penyebabnya, lakukan penyelidikan. Jangan-jangan letak ketidak mampuan siswa dalam emmahami hal ini justru disebabkan karena ketidak mampuan guru dalam memfasilitasi siswa. Lantas apakah siswa dengan konsisi seperti ini dapat lanjut ke tingkat selanjutnya? Tentu hal ini menimbulkan dilema, tidak bisa serta merta dikatakan ya atau tidak. Karena harus dilihat lebih mendalam dengan melibatkan berbagai pertimbangan.

  29. Ulivia Isnawati Kusuma
    PPs Pend Mat A 2017

    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, 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. Saya setuju dengan anggapan bahwa tingkatan kelas itu dibedakan pada tingkat kemampuan siswa dalam memahami materi. Sehingga ketika pengelompokan kelas memperhatikan tingkat kemampuan anak sehingga siswa akan lebih mudah memahami karena memang yang akan ia pelajari sesuai dengan kemampuan.