| Author |
Message |
    
Jo Dee (Jodee)
| | Posted on Thursday, July 04, 2002 - 02:31 pm: |     |
Jager,
I'll post something in the Main Discussion area on Math-U-See.
Jo Dee |
Jo Dee (Jodee)
| | Posted on Tuesday, July 02, 2002 - 12:08 pm: | |
I think each of us falls into the "purchasers" category for some things. I bought Pre-Math-It and Math-It for my children and it did not work for them. I bought it because it was recommended by the Moores! It just goes to show that one thing will not work for every child. I had to find something else. I found Math-U-See which is working great for us in this area.
I've also purchased other things that I got rid of later. At least I'm not afraid of "throwing away money" in this regard. Some of us will use it no matter what. I'd rather have my children happy and learning without the stress, even if I have to "throw it out." Before I do get rid of it, though, I make sure it's because it's not working, not that they aren't ready.
By the way, Math-It is pulled out from time to time as the children want to do it for "fun." Right now we use two computer programs for math drills. One is Numbermaze Challenge which starts out with basic counting and moves on up. It even has word problems once you reach a certain level! We also use Marvelous Math for Windows. This is a very inexpensive drilling tool that doesn't have anything fancy in it. I can set the time for 5 minutes (or 6, 7, etc.) and set anything else I need to for level and operations. The children can then go to the computer and know when their time is up - it stops! My 7 and 8 yo children do 5 minutes. My 11 yo does 10 minutes. They enjoy it, and I can check their progress when I want. Many times they come running to me to tell me their score. Find it here: http://www.heart-of.com/arithmetic/Index.HTM
Jo Dee |
Jager (Save)
| | Posted on Monday, July 01, 2002 - 10:16 pm: | |
My children are at the preschool level so I have not been faced with too many expectations. I've heard of Math-U-See. It seems like a well balanced program. It provides for both equations and hands on application. I've heard of problems when the math program only involves one or the other approuch. To begin your kids have to be able to "write their numbers" so that's something in the future for us. Any feed back from anyone here about this program?
As for methods for memorization, a helpful one for me was a newmonic device. Make a word stand for something you need to memorize. "Never eat shredded wheat" Done clock-wise stands for "North East South West" on a compass. |
Susan (Susan)
| | Posted on Thursday, June 27, 2002 - 10:28 pm: | |
Now, is everyone ready to move on to Point #4?
Okay,
Point #4 Building Skills
This section talks about academic skills (reading, writing, arithmetic), but does not get very specific. Mostly page A-9 and A-10 is divided into 4 parts, Purpose, Readiness for Skills, Methods, and Summary.
The first section, Purpose, talks about how most school-at-home families focus on academic skills and rote memorization without specific application.
The Moores feel that the purpose for the skills should come before actual skill teaching. And the purpose/reason for teaching the skills should come from the child's need for the skills, such as to run his own home business or service projects
Begin with studying an area of interest for the child. Turning it around and trying to teach the skills before the application arises creates stress for the child (example I can think of: Teaching a child to make change before starting that lemonade stand business). This results in resistance to learning and tears and confrontation.
Section 2, Readiness for Skills
Here is an interesting point; the Moores say that many young children, even as early as 4 or 5, pick up an understanding of letters, their sounds, and numbers. Parents of children who don't pick up the meanings as early become concerned and purchase phonics program after phonics program, hoping to find the "right one" for their child.
We are told here to watch our children closely for signs of readiness and capitalize on these interests. Phonics programs should only be used to help us organize our teaching methods and make us aware of what the student can do on his own.
Section 3, Methods
This section is talking about methods for drilling facts with the child. The Moores do concede that some drilling is necessary, but we are told to keep it light and informal as possible, and keep the drill sessions short (5 minutes or less).
Section 4, Summary
We are cautioned not to let rote memorization lead to opportunities to think and create. And we are also told that it is appropriate to memorize facts and figures when the need is generated by the unit-study or from work-service opportunities.
Okay, Discussion time!!!
My comments/questions:
When I read in the first section about the need for the skills coming from the work-service projects (or the unit study being done), I had one of those "light-bulb" moments. (AHA! This is how to link academics to work/service. Instead of starting with academics and trying to make work/service fit the lessons, make the academic lessons originate from the work/service! ) Does anyone else have it turned around backwards and upside down like me? I was trying to teach the skill before the need arrived to "prepare" my kids for that moment, instead of letting the moment prepare my children to receive the teaching!
I also realized that this is like farming, or the parable of the seeds. The soil is prepared first, not by teaching the child the skills, but by allowing the situation arise where a skill is needed. The child recognizes that need, and then is ready mentally to learn what is needed to accomplish his/her goal. Yes, as the teacher I facilitate the learning by supplying the information when needed, but not before.
I could expand on this "revelation" but I want to hear everyone else's comments about this.
As for readiness of skills, I am guilty of being one of the "purchasers" who tried adding program to program and changing curriculum over and over. UGH! How I wished I had this manual three years ago!
Anyone else tried to find the "magic ingredient" lately? For math, or phonics, or science, or algebra, etc.? Anyone else have a child who just doesn't seem to get it, or to care if he/she gets it, and you are frustrated?
Section 3, Methods (for rote memorization)...."we don't do drills" used to be my mantra, a couple years ago. It got to be a bit much, though, when they had to use their cuisinaire rods or fingers to add single digits, don’t you think? We tried Math-It, and the kids didn't like it. They stressed out trying to hold their breath and do the drill at the same time, so we bagged it. I still like the concept, though, and think it could work for most children. We purchased "Math Toolkit" from Timberdoodle, which is a simple math drill program, and used it for a while. We need to pull it back out again. We also filled in multiplication table charts each day this spring.
My plan for summer is to have them make their own flashcards for multiplication facts and race each other.
What techniques/methods have you found for helping your children memorize facts and figures, or learn phonics?
Let the discussion begin! (Checkered Flag Waving In the Breeze) |
|
Closed: New threads not accepted on this page