My sixth grader and first grader score in the 90+ %ile in mathematics and didn't come close to learning multiplication up to 12 in kindergarten. In fact, the topic isn't even covered until second grade at the earliest.

I think establishing a foundation of addition and subtraction takes far longer for children to master than you're considering, especially since there is evidence that children of this age appear to intuitively view numbers logarithmically rather than linearly [0].

I suppose you could take advantage of this by somehow prioritizing multiplication and division over addition and subtraction, but I think there's too much value in comprehension of linear numbers and addition/subtraction since that is the lion's share of interactions they will experience at that age.

On the other hand, if you're merely talking about abstracting multiplication and division into patterns, then I wholeheartedly agree with you, and there is evidence supporting this [1]. Although pattern identification is already part of kindergarten/1st grade curriculum here.

Ultimately, IMO the most important aspect of education in general is covered in the open letter linked to the OP:

> There cannot be a “one size fits all” approach to K-12 mathematical education.

My children have thrived with their current math curriculum, and I know some of their classmates have struggled in contrast. One size does not fit all in education, nor in many aspects of life.

0: https://news.mit.edu/2012/thinking-logarithmically-1005 1: https://www.tandfonline.com/doi/abs/10.1080/15248372.2012.68...

Out of curiosity, is that a hunch or are you aware of any schools teaching multiplication tables even in Kindergarten? This used to be done in second grade when I was a kid.

I'm not aware of any schools teaching multiplication tables in kindergarten, but I did memorize the 9x9 table when I was in kindergarten because my older siblings' Big Kids Notebooks all had the times table on the back and it formed a rhyme/ditty in the local language. After it was explained to me that multiplication was repeated addition, that made perfect sense.

But don't ask me about division, my siblings/parents/whoever tried to explain it as "the opposite of multiplication", which was complete nonsensical gibberish and I didn't learn division until years later.

You're right, it's a hunch (n=1.5±0.5).

When I was in kindergarten, I used to do math booklets at home with my mom for fun. I learned basic multiplication sometime around then. 13 years later I majored in engineering.

So I'm not saying it can't be done by any 5 year olds, but it seems young to teach this to the majority of 5 year olds.