Edited by Roxanne K. Young, Associate Editor.
Between seeing patients, performing administrative duties, and writing
papers, I don't often have time for epiphanies. However, just recently I had
one. It started with that age-old problem that parents of young children dread:
My son Azra and I were working on a set of second-grade addition problems.
His school uses the Chicago System for teaching mathematics. I am told this
method is problem-solving–oriented compared with the traditional rote
learning of arithmetic that many of us grew up with. The system has its own
set of intrinsic rules that few but the initiated understand. I'm sure it
leaves many parents in the dark, despite the nearly nightly letters from teachers
explaining what the little boxes on the worksheets signify.
Horowitz HW. Hey! I'm a Teacher Too. JAMA. 1998;280(9):765. doi:10.1001/jama.280.9.765