Question for Long-Term MUS users…

Yes.  The word problems bump up considerably by the time you hit Gamma, and the older levels (pre-algebra and up) contain VERY challenging thought-type and application-type honors pages.  My oldest did MUS from 1st grade to 12th and is currently a physics/mathematics double major in college.  He thinks MUS was TERRIFIC. 

I have two in MUS, and we have used it from the very beginning. We love it! Dd7 has 6 lessons left in Alpha, and ds8 is currently on lesson 10 in Gamma. Like Bookworm said, the critical thinking goes up considerably as you progress from book to book. In fact, you’ll notice a lot more word problems and even 2-step word problems in the second half of Alpha. Ds did a couple of 2-step problems today that got his brain working. Also, in Alpha your child will be doing basic algebra, which I consider to be a critical thinking skill. MUS also teaches at every level the ability to be able to work a problem forward and backward. You’ll notice that later on, when your child begins subtraction (lesson 18). Mr. Steve teaches that in order to know if you have the right answer for 17-9, you have to be able to ask yourself the algebra question of “what plus 9 is the same as 17?”. And, the child will learn to check his work. If he answers that 17-9=6, he will have to work the problem backward and prove that 6+9=17. Because it doesn’t, he will learn to correct his work, and eventually you won’t even have to hover over him to make sure he’s getting it. That is what I love about MUS. From all angles, it naturally guides the child into knowing math facts inside and out, to use practical applications and critical thinking of word problems, introduces simple algebra from the beginning, and promotes mastery.

I really hope all that made sense!

Press on! It gets better!

Lindsey

Every child is different, as well as, every program and how they work with each child. With that said, we are using MUS Gamma with a 10 yo. He seems to be doing much better, applying what he is learning outside the context of the lesson (which is very hard for him), and really enjoying math. He liked/loved what we were using before but it was too teacher intensive, I just couldn’t do it anymore. I don’t see us moving away from MUS for awhile, but if we do, it may be Teaching Textbooks. But we’ll see. I don’t like to curriculum hop, especially with math, but if it begins to not work then I guess we’d have to do something.

HTH

Hi Jen,

Word problems ARE hard!  We have had varying experiences with children beginning word problems.  Some take to it easily, others not so much.  Our son, who is now 14, began in Alpha and experienced the same thing you describe.  He is in Algebra now and does well with word problems – just maturity and experience with practical application. 

Personally, I have found that MathUSee encourages the exact kind of thinking you are looking for.  It just takes time.  We have five childrem using MathUSee, in Algebra, Pre-Algebra, Zeta, Gamma, Beta.  We plan to use it all the way through, unless the upper levels are inferior to the ones we have used so far. 

Gaeleen

Jen,

I agree w/ Gaeleen. My dd7 is in Alpha on lesson 25, and she’s still having some difficulty with the word problems. If I remember correctly, ds also had some trouble at this age. I really think it’s a maturity thing and that they’re just developing their critical thinking skills. Word problems are hard! Dd has the hardest time with trying to figure out what function to use in the word problems. The two-step problems are the hardest for her, but with some help she does get them in time. I would say give it some time. I didn’t even feel like math was beginning to be successful for us until ds was about a third of the way through Beta. Now it’s clicking daily and we’re progressing very nicely. I’m going to give dd that same benefit of the doubt and just wait and see because I really think somewhere along the way, it finally clicks for them.

Lindsey

Hi, Jen.  I think this is pretty  normal–most kids take some time to get used to this.  In my experience, my kids do better at word problems than I ever expected, but then I had a TERRIBLE time with this myself as a child.  I think my kids do pretty well compared to other kids as well, and my oldest has adapted well to college math.  I think your kids DO need some time, and perhaps some more practice.  This won’t work as easily when your children are in, say, algebra, but for now you can turn everyday moments into real-life application word problems, and I suggest you make doing this a habit to help support your children in learning this.  Ask them questions, and vary the ways in which you do it.  Ask them questions about HOW you could get answers to different problems.  They are really too young yet for critical-thinking and problem-solving supplements (I do have some things of this sort I have tried.)  We do enjoy them, but for us they are merely an adjunct to the MUS.  I’d just concentrate on making CERTAIN they have the ideas down cold from MUS.  The IDEAS must be there, the mechanics themselves are not enough (my downfall as a student.)  If they understand the ideas, and get lots of practice, they WILL be able to do word problems.  It will come.  Make sure the underlying concepts are there, more than just that they can solve the basic problems or memorize the facts.