Math Curriculum – yet again!

You are not alone….MEP worked very well for my 13yo who was doing 7A last year, mostly on her own with the interactive material.  She generally doesn’t like math, but she likes doing it on her own for the most part.  I’m thinking we’ll keep using it for her.  I can also see using it again for my 10yo, although it seems like math is no longer her very favorite subject.  I don’t know if it was the change in curriculum or not.  She has done very well with MEP, though.

My reason for mulling over the math issue is my son.  He’s two weeks away from 12yo, has mild autism, frustrates easily, takes forever to memorize math facts (as in, he’s still working on the “3+” facts and barely remembers the 2’s), and he counts to add all the time.  (Right Start discourages “counting,” don’t they?)  He did not get very far with MEP and always thought of math as “let’s get it over with.”

I am just not sure where to go with my son.  We’re pretty much done with the school budget now….happily, I’ve purchased 99% of everything else (just need one Spelling Wisdom book!), but I will not be able to spend $50, $100, or whatever on a complete math program for him.  If I could find something used or piece together math materials that would actually work for him, I’d be happy as a clam. (Are clams really happy creatures?)

Sue

Hi Sue and suzukimom,

Here are some ideas based on CM-methods and they won’t cost anything:

1)Slow down.  Even +1, +2, +3 can last a long time before moving on.  Let the child use his or her senses by seeing, and touching the number via concrete objects.  Next, use the manipulative to help them imagine other things numbered.  Then see if the child can do the same types of problems without the use of the manipulatives.  Once they can, don’t use the manipulative but take the manipulatives out again when you take him/her further on. This may seem to take longer but will build a stronger foundation.

2)Guess what – children in Charlotte’s schools were allowed to count with their fingers in the early stages!  Her teachers believed that with the proper training children would discard the practice on their own. 

3)Give your children some playful questions such as:  Two boys were walking a dog.  How many legs between them? Ones we use in our home, since one boy is two years younger than his brother, is to ask how old L  will be when M is such-and-such an age.  We use a cousin’s name who is three years older.  This is great fun for +2’s, -2’s, +3, -3 etc.  Have the children make up questions of their own.

4)Add in some living books.  They don’t have to be just about wherever you are in your curriculum.  “What’s Your Angle, Pythagoras?” (not completely historically accurate) or “Blockhead:  The Life of Fibonacci” show young boys/men both grappling with and enjoying mathematics.

I hope those ideas help, we’ve been where you are.

Warmly,

Richele

Richele,

Good point: perhaps allowing the child to create their own collection to use as counters would help make the experience more meaningful – pebbles for instance — bottle caps, sea shells, etc. 

I wonder, could you also get a couple different coloured bingp daubbers from the dollar store and let them use it on contruction paper.  I’ve seen children who love marking and making pictures with these.  You could use them to illustrate math problems, and using a ten frames may help to recognize 5 & 10 without counting them.  I can picture what I mean in my head, just not sure if I’m making myself clear.