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The post makes a universal, factual claim that multiplication facts (like 5×7) are taught the same way everywhere.

But documented curricula/practices show clear, concrete differences across “normal” countries/jurisdictions:

1. United States (Common Core-style standards): Grade 3 standards explicitly require students to interpret 5×7 as equal groups and to describe a context that can be expressed as 5×7 (i.e., embedding 5×7 in a word/real-world situation), not only practicing the naked fact. This is a specific pedagogical requirement that is not “identical” to pure drill. (See source quoting the CCSS standard.)

2. Australia (NSW Department of Education resource): NSW provides guidance emphasizing flexible multiplicative strategies and building understanding of multiplication properties, again indicating a structured emphasis beyond identical rote practice.

3. Japan (commonly documented classroom practice): A Kids Web Japan piece describes Japanese students learning “kuku” (times tables) with rhythm and working hard to learn it “by heart,” reflecting a different approach than, for example, CCSS’s explicit “describe a context” framing.

Because at least these widely used/officially described approaches differ in what they require and emphasize, the claim that “every normal country in the world” teaches 5×7 “identically” is contradicted by the evidence.