No matter how long the conversation around early math education spins on, or how much we spend on trying to “solve” the problem, it seems like nothing ever changes – and we keep repeating the same basic themes:

1) Early Math Education is critically important
2) We are failing our kids – and slipping behind
3) We don’t know how to do better

We certainly agree with #1, and we’re not too happy about the scenario being created by #2 – but we could not disagree more with #3.

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Do you remember how you felt when you learned that the juice you were drinking actually contained only 10% “real juice”?

I know I was taken aback – and perhaps a bit horrified. For starters, I had always taken it for granted that the apple juice I was drinking was made of apples, and so it was disappointing to know I was 90% wrong. Second, the “10% real juice” claim ended with an exclamation point – as if the company making it was emphasizing that 10% was generous (and suggesting that other juices maybe contain even less). Finally – and this is the most disturbing part – it left me with a question…

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This short video tells the story of a young child named Jack and his iPad – how he got to know the iPad, what he learned with it in his first year, and the challenges he faced once he got to more advanced subjects.

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