Many parents and educators expect students to have plenty of math practice—but not TOO much. Of course no one wants a student to practice something when they already “get it,” but what do we mean by “get it” what is there to “get” and what is “it”?
Sometimes I wonder if people view math as something that needs to be practiced in a unique way—somehow different from other subjects or activities. For example, when a child is becoming fluent in spoken language, there’s no such thing as “too much practice” speaking in that language. Parents don’t say, “My three-year-old is having way too many conversations each day.” Some young children do talk a lot, but at least in a learning context it’s not considered a bad thing. In fact, it’s a very good thing
Sometimes I wonder if people view math as something that needs to be practiced in a unique way—somehow different from other subjects or activities. For example, when a child is becoming fluent in spoken language, there’s no such thing as “too much practice” speaking in that language. Parents don’t say, “My three-year-old is having way too many conversations each day.” Some young children do talk a lot, but at least in a learning context it’s not considered a bad thing. In fact, it’s a very good thing