Questions to prime the thought pump:

How does it help math skills and appreciation to arc pebbles up into the air so that they fall down into the middle of a small pond?

Click here for the pebble riddle.

Did God give us clues, even clear signs (for those willing to believe) in Creation? See the math article about the building blocks of the universe.

What math terms can be used to describe annals of history contrasted to narrative history? Clue, one term begins with the letter D and the other with the letter A.

How could math terms be used to describe different presentations of history?

Could history be described as a series of simultaneous equations? How many such equations would it take to help a child or a mathematician understand?

Would you rather learn from a random set or a sequential set of data? How does that apply to history lessons?

Can we begin to see why it is said the best teacher taught with stories?

But, alas, such wisdom is ignored, denied, and contradicted with today's fragmented, fractalized, and digitized, fragmented teaching methods which many call a mosaic and others call a kaleidoscope of teaching. In street language we call it Sound-bite teaching, short, isolated, non-connected facts. Void of connective stories, and void of transitional understanding.

Protect your child. Teach him how to teach himself, because the school is mostly concerned with teaching him enough isolated facts so he can pass the computerized TASS tests and be counted as a graduate whether he can read, write, and count or not. Who cares if he understands why 7x7 is 49, just so he can pick the right answer out of a multiple choice question when the other choices are obviously wrong. He passed the test. So he graduates. I've seen it. This is exaggerated here to make a point. But it is true your child needs to acquire his own hunger for truth if he or she desires the more abundant life. The school system is not in the business of instilling such things into children. Not any more, that was a long time ago when the school commonly did such things.

Things now are pasteurized, sterilized, and demineralized till there's hardly any taste left. History is stripped of its conflicts of heart and soul and reduced to economics and military might. Math is stripped of its history and reduced to multiple choice recognition or pattern recognition. And biology is stripped of its connection to bodily health and primarily covers the new UN BioSphere programs so the children get indoctrinated more with UN Global authority and power. Sure don't want to teach them about GM foods (genetically modified foods, or the deficiency in our soils and foods of minerals and other nutrients. Just teach them "safe" abstractions of isolated facts non-connected with daily life at home. If you don't believe this, then let me introduce you to chemistry graduate students without a clue of common household chemical understandings in everyday life. Or economic profs who haven't a clue about the conflicts surrounding the Federal Reserve System. And math teachers of children who haven't a clue of the beauty in math to communicate to a child. They just stand at the blackboard and write down endless lists of numbers for the child to learn and feed back on a test. No connection. Yes, parents, help your child learn to appreciate math. The extra space in the latest math books at our school was taken up with endoctrination about savings the world's ecology and advertising. Math should be taught with CONNECTIVITY just as history should be. We call it narrative history when enough of a story is presented for the child to see and understand connections between distant people and events in time and space.

Math can be taught in such a way as to show an ever progressing complexity building from a common beginning. Or each of the complexities can be taught as stand alone, which in history is called annal history.

For just one example of teaching CONNECTIVITY in math, follow the development of the use of pi*R squared. Follow it through all the calculus in math and physics and see the commonality that can be shown by the few and rare teachers who love their subject enough to know such things. From a simple circle to a rocket orbiting in space, or an electron around a nucleus, the term is rampant in the study of all things which God has created, as well as in the invention of many things by man's recombination of what God created.