Why Would a Math Teacher Punish a Child for Saying 5 x 3 = 15?

[Ms. Toad]

190. Making sure a child understands the basic mathematical language

is not bullshit dreamed up by for profit companies. Mathematical language is much more precise and rule-driven than English. In mathematics, the first factor represents the number of addends, the second factor represents the value of each addend. There is only one correct answer for how to illustrate 5 x 3 as repeated addition.

I would have given credit for thinking outside of the box, as long as it demonstrated the child understood the language that was the focus of the lesson.

That might look like this:

5 x 3 is 3 + 3 + 3 + 3 + 3. But 3 = 1 + 1 + 1, so 5 x 3 is (1 + 1 + 1 + 1 + 1) + (1+ 1 + 1 + 1 + 1) +(1 + 1 + 1 + 1 + 1),= 5 + 5 + 5 = 15

That demonstrates the student understands that 5= how many addends, and 3 = the value of each addend. The language necessary for more advanced problems. The rest show thinking outside of the box to get to groups of 5, rather than groups of 3, since the student apparently preferred to add 5s rather than add 3s.

As to problem solving, good teachers understand where there students are, and can encourage them to take the next step toward a solution, even if getting there follows a different path. But to do that, you both need to be speaking the same language - which is what this assignment was testing.