"C" is for "Clearly not C"

I worked the Book Fair at Allison and Jacob's school today.  I chose a time when the students would be in to fill out their wish lists - because usually I work when NO ONE comes in.  Two hours sitting in an elementary school library with nothing to do is two hours too many.

Anyway, not the point of my story.  I clearly just want some kudos for doing a little volunteer work.  :)

While I was in there, a group of fourth graders came in for small group math.  They were led by an LD aide (learning disabilities).  They are learning fractions in fourth grade now - something that Allison seems to have a strong grasp of.... it's weird what math she totally gets (fractions) and what goes right over her head (area/perimeter).  Anyway, the group did not include Allison.

They started discussing math, but not "math" like "how do I solve this math problem" but math, like, "well, we can clearly see the answer to this problem is not 'C' because there is a 10 in the problem and answer 'C' would only work if there were a 100 in the problem."  They were learning math test taking strategies.

So - tell me this - is the plan for students who qualify for additional "help" in math, getting only the tips and tricks to answering math multiple choice tests?  They aren't actually learning any more MATH?  Sure - it LOOKS like they've learned more math because they do better on tests and, one could argue that they are learning "logic" which is helpful for math.... but really?!

Here's a better idea - teach the MATH - and they will do well on the math tests.  If you know the MATH - you don't need to know how to eliminate multiple choice answers based on the parameters of the problem.  Know why? - because you would have the ANSWER.  Shocking!!