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I can't imagine a world where basic math would not appear in some facet or another... even if one hated cooking, board games and number games.

If nothing else, I think the desire to consume and/or make choices about consumption would win out over complete disinterest. And as the desire for more expensive things surfaces, the calculations become more complex. 
I'm most interested to hear from parents whose children have / had no interest in math above very basic counting, single digit addition and subtraction until they were "behind" by grade standards, like age 9, 10, 11 or older. How did you feel about it? 
Much of my son's hands on math is related to legos or video games, rather than baking or board games. He is interested in saving money for things but he'd be annoyed if I tried to make that into a lesson or tried guiding him to figuring it out. He might ask me how many weeks of allowance he needs to save to have enough for a $40 item. I'll answer "Let's see... $5 times 8 is $40. It'll take 8 weeks" rather than "Well, what is $40 divided by 5?" When he asks me a question, he either doesn't know or he thinks he knows but wants to confirm he is right. Sometimes he is cagey about why he is asking and he'll ask something like "what times 5 equals 40?" Hey, look he's asking me an algebra question!
Anyway, I'm not sure how you know if your dc isn't interested in anything math? If you are asking him direct questions or not answering his questions because you are trying to get him to figure it out, he may be acting resistant to that. My guy sure would. And then he'd stop asking me questions, too, because he'd loose faith that I would answer him. He's also very sensitive to other people's agendas. If he thinks I'm suggesting something because I want him to do it, it's a no go. My answering his questions whenever he asks keeps that trust open and allows him to absorb math concepts and self check his theories in a comfortable way (my ds hates demonstrating any knowledge he isn't very sure about). It's just like how I read things whenever he asked (rather than guiding him to sound them out, a method not suited to his learning style) and he eventually stopped asking because he could read them himself. I was a little surprised the other day when ds's friend, another unschooler, responded with "I don't do math" when I called a lego brick a 2X4. I didn't feel like I was talking math, lol, just calling the brick by size like we always do. I don't know why that was his first response to hearing numbers, maybe something to do with being previously schooled or having people quizzing him (his cousins do that while knocking homeschooling, I'm told). My ds gets quite a bit of math practice by building with legos. The other big one for him is computer/video games. So many of them involve accruing points and then buying equipment/weapons, just like having an allowance and spending it. Ds learned place values (10s, 100s, 100s, etc) from these games as well. I can see another child might make patterns by stringing beads into a necklace. That's math. A young child is doing math when he lines up blocks or toy cars. Even if he isn't counting them, he's seeing how far they stretch, a type of measuring. I really don't understand how anyone can not do math, even if they tried. 
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Single mom to Rain (1/93) , grad student, and world traveler
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I LOVED this book as a child: http://www.amazon.com/MathSmartyPa.../dp/0590489402 And I wasn't into math at all!

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Single mom to Rain (1/93) , grad student, and world traveler
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Yes, I agree with Dar and kathymuggle. There are really three types of interest in math that a kid might develop.
There's a basic interest in math as a part of daily life, in how it crops up in the immediate sense, in board games or in measurement or finances, with its ready applicability. Most kids develop enough of this interest between the ages of 3 and 12 that they become proficient at chequebook math Then there's that interest that many of us hope our kids will develop, the interest that springs from the beautiful tidy logic and intellectual challenge of math. The interest that has a kid bouncing up and down with excitement when she sees that simplifying an improper fraction is totally analogous to constructing or deconstructing a unit of higher place value, or drives another child to ask for algebraic type math problems in the car for fun. Some kids get that interest; some don't. I don't think it's a big deal if they don't, because there's a third type of interest that usually springs up eventually, typically in the teen years. Finally there's interest in math as a means to an end. The end might be the GED or SATs, or studying mechanical engineering, or earning the prerequisite to get into a computer programming course. Or it might be even more abstract: to develop the academic and intellectual competence that the teen deems appropriate for selfsufficient adult life. 
Realistically, it may never be a problem. Unless they decide to do formal schooling at some point or pick a math heavy career. I never use that much math, myself. The concept of more and less, takes you far. The cashier always counts the money (so counting currency skills would be important if your dc becomes a cashier. I do think that skill could be picked up in a weekend, if not a couple hours, by most people old enough to work who are lacking the skill).
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I really disagree. I teach and tutor at a community college and I see a lot of adults struggle with even the lowest level remedial math. It takes a LOT of practice for them to catch up. Most are not becoming engineers, they are trying to get into 2 year degree programs that lead to better paying jobs.
There are a few exceptions, but most people do not pick it up in a couple of hours. 
4evermom, I'm not sure what you mean by your question. By the time a person is working on cc to get a better paying job, they're highly selfmotivated. I don't see what difference their educational background would make in the amount of effort it takes to acquire basic math skills as an adult.

I don't think that having at one point been taught math against their will is really a substantial obstacle for adults who need to learn basic math skills in order to get a degree that will improve their job options, their payscales, and therefore their lives.
By the time adults trek into community colleges to try to learn basic math skills, they are both developmentally ready for learning and deeply intrinsically motivated. A history of learning experiences in which neither condition applied isn't the problem that's stopping them. 
My concern with age and learning isn't about methodology, it's about neurological critical periods. At a certain point, certain things become much harder to learn. If you feel confident that learners can learn whatever they want, whenever they want, as fast as they need to, as long as they haven't been damaged by institutional teaching methods, then I can see how the difficulties adult learners have in acquiring basic math and literacy skills wouldn't concern you. Personally, I think that's impractical. I think there is a point at which, regardless of a family's educational practice and/or philosophy, a child's failure to pick up basic academic skills is a sign of a serious problem, and marybethorama's experience illustrates the seriousness of the consequences of that problem.

Out of curiosity, let me turn the question around: What skills do you expect an unschooled child to have learned by age 10? What skills would have to be absent in a child that age for you to be concerned about the child's educational progress?

I think the answer to midnightwriter's question is highly individual up to a point informed by the child's interests and priorities, and deeply concerning as a potential developmental issue after another point that has yet to be welldefined by the available research.

I would be worried about 3yos who aren't reciting numbers and who can't handle basic concepts of equality and inequality. I'd be concerned about 10 yos who can't estimate or can't make change. I'd be concerned about an 8yo who doesn't know the multiplication tables through 12s, if that child was primarily interested in science, technology, math, and engineering, but I wouldn't worry about another 8yo who was primarily interested in literature.

I think this is a very relevant point. The biggest obstacle to math mastery is, I believe, math anxiety  borne of years of not getting what seems to make sense to everyone else. John Mighton wrote about this in great depth in "The Myth of Ability." (As an aside: If you're tutoring struggling adults in very basic math, I think you'd find it an incredibly helpful book. It was mindblowing for me.)
Unschooled kids would be unlikely to have the emotional baggage which interferes with clear, stepwise logical thinking. Coming to math later in life they'll come to it with much more optimism and confidence and none of the crazymaking confusion of thoughts that come from math anxiety. I've personally known a number of unschooled teens who have mastered K8 math in the space of a few weeks or less. Miranda 
Unschooled kids would be unlikely to have the emotional baggage which interferes with clear, stepwise logical thinking. Coming to math later in life they'll come to it with much more optimism and confidence and none of the crazymaking confusion of thoughts that come from math anxiety. I've personally known a number of unschooled teens who have mastered K8 math in the space of a few weeks or less.

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Single mom to Rain (1/93) , grad student, and world traveler
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Are you saying nothing is stopping schooled adults from learning and they learn just fine or they can't learn but it isn't because of school, lack of motivation, or lack of being developmentally ready?

That's highly dependent on the young person. What might worry me about one wouldn't worry me about another. I don't have a list that can be applied to unschooled children across the board. Mostly, I just concern myself with my child. I share my experiences regarding him with other unschoolers because it can be helpful to know of differing experiences and time tables for learning. Yup. Like I said, I'm not worried about my ds not doing much math but I feel confident he is a bright kid who learns things easily when he wants and I've seen nothing to indicate any learning disabilities. The OP's dc are people I know nothing about so I couldn't hazard a guess as to whether she should be concerned. There can be different causes for the apparently same thing. 
I haven't personally come across any math inclined 8 yos who spontaneously memorized the multiplication tables but I'm sure there must be some... 
What if you need to count your change, and you can't do? 
The real need would be if that child was starving, and needed to see if his coins were enough for a piece of bread. 

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