I HATE the fact that American schools force students to do rote computation over and over again, with very little focus on the concepts behind the computations. I hated "math" until my 6th grade homeroom (not math) teacher took the initiative of writing high school level algebra word problems on the board, and not telling us how to solve them until after we attempted them. "A train going from St. Louis is headed toward L.A., and another train from L.A. is headed to St. Louis. they are going 40 mph, when will they pass each other" etc.
Suddenly, when the computation becomes a tool to satisfy an end, rather than the end itself, math becomes interesting.
This is exactly why giving calculators to children who have not yet mastered any method of multiplication is bad.
There is an amusing end to this story. When I entered college, I realized that this pattern-finding approach to solve math was used (in vain for the most part) by many of my classmates to try to game exams. It seems that it had worked well for them through high-school, but failed miserably at college.