heartofdakota.com

Hi Carrie,

I realize you are so, so busy right now, but I'm wondering if I can ask your opinion on something?

I know math is a very personal choice for each family, and for that matter, for each child. I have two children that are 11 and 9, as well as one older and two younger than they are. The two younger, I'm starting out with Singapore, so there's no problem there. My oldest is doing great using another math curriculum. My two middle children have struggled with the math program we've used over the past few years, and I wish I could have started them out on Singapore. I didn't know anything about Singapore until a couple years ago, and by then we'd already purchased the math we were planning on using for that time. I decided to give the one we had a try for a while and see how it went. Well, they did alright, but really struggled. . . . . mostly with mental math concepts! This is one area I really wish that we could have used Singapore for!

Fast forward to now, and we need to change their math, as what I've used isn't doing the job for them. I realize that it would be very frustrating for them to go way back in the Singapore levels (as with Singapore they'd most likely place back a few levels), which is where my question is coming from! In this particular situation, can you give me a little direction as to what I should look into from here? I'd love to have used Singapore with these two, but know that it probably won't work for them to start over with it. Just looking for some advice from a trusted source!!

Just wanted to bump you up so this didn't get missed

Lisa,

I must admit that I have tried my share of math programs with my oldest son, running through a year each of BJU, Abeka, Math-U-See, Calvert, Strayer-Upton, MCP, Teaching Textbooks (2 years of this), Math Essentials, Life of Fred, and VideoText (on our third year of this). I was always looking for the "perfect" fit for my mathy son and never finding it. I wish desperately I had used SIngapore math with him, however there were no U.S. editions at that time (and I just didn't want the headache of adding in U.S. weights/measures/money etc.)

In looking back, it would have been better if I'd just stayed the course with any of these programs. Some were stronger than others, however my constant switching eventually gave my son the feeling he wasn't good at math! It also left some pretty big holes in his math learning. So, my first advice would be to minimize switching as much as possible!

Also, in looking back, I have since realized that I wasn't as available to my son with his math as I should have been! I have remedied this with my next kiddos, and I make sure I sit and go over the lesson and stay with them to help them as they work the problems. Math is my sit down with my kids subject now! My own oldest son was mathy, so I just let him go on his own much of the time. Eventually, when he hit bumps in the road, I couldn't help him very easily (because I hadn't stayed with him on the math journey). It is tough to just jump into various math programs on the fly (even if I have a concentration in math in my Bachelor's that allows me to be a middle school math teacher if desired). So, my second piece of advice is to make sure you are available during your kiddos' math sessions and that you are guiding, directing, and giving every bit of help needed to help them succeed.

The next thing I realized is that math programs regularly go back over what was taught before and teach it again, more deeply at each subsequent pass. This means that I need to know that mastering the material is not the goal at every level. In many levels, simply exposing kiddos to the concept is the goal. So, if I expect mastery of every concept, my goal differs from the math text goal. This means that I'll think they need more practice to truly master something, and the text is already moving on! So, if I digress and add more practice, then my kiddos get frustrated and so do I when they don't master a concept. More practice then equals more frustration. If I instead realize that we were just to touch on the concept as exposure, and we're coming back to it later when the child has had a chance to grow and mature more in his/her thinking, then my math experience will be so much better! So, my third piece of advice is to make sure you do not expect mastery of every concept! This is an exhausting way to learn math.

With all of this in mind, it may be possible that you can stay the course with your current program. If, instead, you are having tears every day, even with keeping in mind all I've shared above, then it may be time for a switch. With your 9 year old, you are definitely not too late for Singapore. I would give the placement test and see where to place that child and begin there. With your 11 year old, I would also give the placement test just to see where that child will place. This will help in determining what should happen next for that child.

Placement test: http://www.singaporemath.com/Placement_s/12.htm

Blessings,
Carrie

Thanks so much for your very detailed answer!

I, too feel the same way regarding the teaching of math, and would love to stay the course with this program. It is, however, causing much frustration in the speed at which new topics are introduced, and is taking them a very long time to do math each day, so we may be considering a change. I do agree that it's best to teach the lessons, or be present for the lessons with each child, as it helps so much in being able to help them when a problem arises. We've done this from the beginning, and it's helped a great deal.

I will definitely check out the placements tests, and see how the children place, and go from there. Thanks again for taking the time to help me see this more clearly and revisit the Singapore option!