Learning times tables by rote just doesn’t add up

SIR – Rather than memorising times tables (report, January 3) what children need is an understanding of the basic concepts of maths, which is gained through exploration and experience.

Rote learning at an early stage damages development of the neural networks. Maths can be the most exciting and inspiring of all studies, but obsessive testing and learning by rote will lead to closed minds.

Ralph A Tebbutt

Gillingham, Dorset SIR – Living in a care home where many residents have dementia, I have noticed that information that was learnt by rote in infancy – such as nursery rhymes, proverbs and also multiplication tables – is often retained longer than other memories.

Jean Conyers

Dorking, Surrey SIR – Sixty years ago in my primary school in a Yorkshire village, every pupil could recite their multiplication tables, up to 12, by the end of Year 2.

I am grateful to those teachers who ensured that I had perfect recall of the basic mathematics so necessary for everyday life.

Arthur Weston

Bramhall, Cheshire SIR – The head of National Union for Teachers thinks it is unnecessary for children to learn their multiplication tables, as they can look up answers on their mobile phones.

Does this mean children, having learnt to read, need learn nothing further as they can always find the answer using a phone or computer?

Brian Howard

Enfield, Middlesex SIR – The Government has sent a clear message that it intends to quit the EU: if children are to learn their 12-times tables again, we must be reverting to feet, inches, shillings and pence.

Paul Goodenough

Leicester SIR – We used to call them multiplication tables. Are five syllables too many to cope with these days? Gordon Long Kemerton, Worcestershire