SCM math handbook question

http://simplycharlottemason.com/store/mathematics-an-instrument-for-living-teaching/

An Instrument for Living Teaching by Richele Baburina

I forgot they had the business curriculum, so I thought “math handbook” would be enough description in my thread’s title, sorry 🙂

Thank you, Sara B.

I think I may need to read a bit more, gather some simple supplies and just start over, to a degree, with my dc.  My youngest could actually do without writing out problems for awhile, we’re going to do that this morning, instead of his reg. math text..then I’ll incorporate some writing once he’s mastered some concepts by memory.  My other ds really needs a different way of “seeing” multiplication. He has some facts memorized and he understands the concept of “it’s a faster way of adding” “skip counting” but something is not sticking.  I think he does need some time manipulating the numbers/facts and “seeing” it in a different way than MUS is right now. I love how Mr. Demme describes certain concepts but this child has such issues with the abstract.  CM seems to be introducing it in a different way…what does she say?? Using the manipulatives freely to add, subtract, multiply, divide mentally without the aid of manipulatives before his is to the work on paper. 

My ds who struggles with math seems to be hung up on what the numbers/digits on paper represent…they’re too abstract.  He does well, at times, but something is missing in his understanding.  He seems to need more time working with “live” objects, LOL.

Got to run…thank you for your help.

Thanks Richele. I was hoping you would chime in.

For some reason, this ds of mine who is somewhat controlling, OCD-ish, creative, dramatic, “artsy” has a difficult time with the order of operation, sequencing, and the abstract. Orally, just like with oral narrations, he seems to be able to manage word problems and/or simple drills, but, when he hits the paper it just doesn’t make sense. Then sometimes it’s the other way around; on paper he does fine but during real life applications he struggles (I have to say that he is making progress, but it has been slow going, and when I think we have overcome a topic, it’s back to the drawing board).

The concept of 2 10’s will sometimes cause him to pause (when he is grabbing the MUS blocks) or 20, 3 times. Just the idea of grabbing 2 10’s three times can cause great confusion.

Anyhow, I appreciate your guidance, and the handbook, I’ve finally been able to read and digest:) I’m starting to understand, I think, that the tables (notebooks) would be akin to a Book of Centuries; you only add who you’ve studied and/or mastered. And at that time the numbers/sums should be familiar, like old friends. I wish I had understood this before. It wouldn’t be so bad to not completely understand if your child is “math-minded” then most CM-friendly texts would do, but that is clearly not the case with my ds.

Thanks again!