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mom2mpr
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| Posted: June 19 2006 at 7:41am | IP Logged
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Hi Everyone,
You are going to see me here pretty often--math was not one of my best subjects and I hope to do better for my kiddos.
My ds, 8 years old, needs to get his Addition and Subtraction facts down. Now, he understands HOW and can figure it out, it just needs to be a little faster(for me)and fun(for him).
We recently started using Shiller Math which we both love. But, he balks on the lessons with a few(9 tops), easy(1 plus 4), facts to do. I am so frustrated. He can do them in real life(somewhat slowly though) and gets cranky when he sees me try to work on this with him. I have games, Mathmat, try to do the exercises without written equations from Shiller(find the dominos that add to 4), etc. He just balks. I have never timed him, I think it would be too much pressure for him. I have no idea what his problem is related to this issue.
He should be entering 3rd grade next fall and I see this year as a serious year and feel he is falling behind. We should be working on mult/divsion--and while he knows HOW again he lacks in knowing his facts again. Any ideas would be appreciated. Or a pep talk to just relax 
Thanks in advance,
Anne
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lapazfarm
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| Posted: June 19 2006 at 9:34am | IP Logged
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Well, first of all I would try to distinguish if it is an attitude problem or a readiness/developmental issue.
If it is a matter of him trying hard but just not getting it, then I would advise going slowly and just being patient. Games are great for learning facts!
If it is an attitude problem, like he is capable, but just doesn't "like" it, then it is up to your parenting style how to deal with it. How do you handle it if he balks at doing chores, or eating his vegetables, or other things that he may not want to do but you feel are important? Some parents would say he just needs to do it whether he likes it or not and that's that. Other parents would not push it, but try to find another way to teach it that he doesn't mind so much. Like I said, it's a parenting style thing.
My opinion:It sounds as if you have tried with the games to make it fun for him. Now it may be time for him to just do it whether he likes it or not. Offer him a choice- "do this page with twenty facts or play this game with me for 30 minutes, etc." Try rewarding him somehow for doing them with a good attitude, not necessarily timing him, but not dawdling and complaining.
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Theresa
us-schooling in beautiful Fairbanks, Alaska.
LaPaz Home Learning
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ShawnaB
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| Posted: June 19 2006 at 11:09am | IP Logged
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We played a game with ds to learn his addition facts. I hung flash cards in a large pocket chart. Then, using his Spartan sword as a pointer (poker), he read off the sums. Everytime he completed the chart aloud to us, he could choose a penny candy from a jar (small tootsie roll, sugarfree gum, etc.) At first, it was very tedious for him to get through all the cards, but with the promise of candy, he did it!  Eventually, we had to set a limit on how many times/day he could earn a candy...and by then, he pretty much knew his facts.
Also, we played some fun card games to reinforce addition facts that add up to 10. Quickly adding numbers to equal 10 is essential for mental math computation. We played "10 Go Fish" with a deck of cards (face cards removed). Instead of making pairs, we "fished" for cards that added up to 10. For example, if ds had a 3, he would ask "Do you have a 7?"
Another variation is "10 Memory" with the same deck of cards. Instead of matches, you turn over cards to equal 10. If your first 2 cards equal less than 10, you may turn over another card and another until your sum equals 10, at which time you keep all the cards, or your sum exceeds 10, and then all the cards are turned back face down.
These ideas came from 2nd Grade Math: A Month-to-Month Guide by Nancy Litton. Its a Marilyn Burns publication. Her Oct/Nov unit is all about Place Value and strategies for memorizing all those addition facts.
HTH!
__________________
Shawna, wife of Jacob, mom to Abraham 8 Amelia 5 and Jillian & Jonathan age 3 years http://www.psalm121family.com
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ALmom
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| Posted: June 19 2006 at 12:32pm | IP Logged
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I remember in 2nd grade being particularly stubborn about learning math facts (multiplication). In class we had to go up to the teacher's desk to recite our facts. She wanted them instantly. I refused - so my best friend was reciting the 9s at the teacher's desk and I still was on my 2s. I seemed hopelessly behind the rest of the class.
Now, I wasn't just being stubborn. I just needed time to process in my own way, what multiplication was all about. I understood it in one sense, but not deeply enough to let go and memorize. Does this make sense? I remember grappling with the idea that multiplication was fast adding - but I just wasn't going to take someone's word for it. I would go up to the teacher's desk and basically add in my head. The teacher had no idea what I was doing and seemed annoyed with me for being so slow and would tell me to go work on them some more.
Well eventually, I played with this enough to convince myself that the whole thing really worked. When I had a deep confidence in the way things worked, I naturally had no trouble with the facts. I "caught up" very quickly and went on to major in math.
Perhaps your son needs more hands on to let the concept gell. He may understand the concept when he is given enough time to think about it - but gets frustrated by the rapid fire response requirement. You might try giving him a little more time hands on and then move on to more intense memory work. Often, patterns might help. Ie adding 9 to a number. It becomes sort of a mental math game - what is the quickest way to add four to a number - make comparisons like 4 + 6 is like 5 + 5. This helps the concept gell. Let the child experiment with some of this and discover the relationships and properties of addition. With lots of this kind of stuff, you may be surprised at how quickly the facts are picked up. Come back to the fact memory later, perhaps. Does he like mental math or tricks (shortcuts) that help you add large numbers in your head?
Is he having trouble connecting what he does in real life to the number representation in math. If this is the case - you have to help him make the connection. Start where he is successful and confident, and build from there. Use number cards to let him orally solve a real world problem and then show him with the numbers what he just accomplished. Do this kind of thing until the connection is made. Do we have enough oranges for everybody? How do you know? After he has described his reasoning process - then show him in math symbols, what he just told you (using your number and operation cards).
Another situation we experienced was a very bright child that was bored with the easy stuff and loved doing lots of stuff in his head. He just didn't see the point in math addition facts until we went to addition of large numbers - and enough problems on a page that math took forever without knowing the facts! I gave him this too difficult assignment to let him see and then immediately backed off after he saw for himself how knowing facts really was important. Then he had no trouble learning facts in a few weeks when we had been bogged down for months!
Also some of mine were terribly slow with math facts - I thought. It took forever to do a drill sheet. But the slowness was actually the slowness of their fine motor - not the math facts. When we played a baseball game (all facts done orally using index cards) and the boys joined together, they were quite fast. I had my dc make their own flashcards for the practice of writing and to reinforce the fact in their head. I corrected any math mistakes before using them.
In general it is better to make sure that a concept is solid before introducing the next thing. Don't give your child a phobia by panicing that he is behind. Take it matter of factly. This is where he is and build from there. You really will be surprised! You will find that some concepts are easier than others for different children - but getting the basics really solid before moving on means that they have the solid foundation and will be able to build much higher and quicker long term! One of mine did not learn to divide at all until 6th grade - in 8th she is not behind!
Find different ways to present the same thing. This is one of the reasons I have so many different math programs. When a child gets stuck on a concept, I can always find some program around the house with a different way of presenting the same thing. I don't hesitate to take a break from whatever our main math is to do what we need to do to help reinforce the concept. Math is one of those subjects that just cannot be rushed. (I think that this is the main reason for math phobia - hey I got a D in 3rd grade math. If the teacher had reacted like I was hopelessly behind, rather than simply recognizing that I was making a transition of my own that year or pushed me on ahead at a pace inappropriate for me, I might have become intimidated by math. Instead she simply suggested that I continue to experiment with math over the summer (where I lived there were informal classes all year- anyone still on island was required to attend these but they were ungraded and no pressure).
Well, I guess this is a long winded way to reassure you that there is no need to panic. You are obviously looking for ways to help solidify the concept. It just takes patience and the realization that not every 3rd grader is going to have the same starts and stops. Just because things seem "behind" now doesn't mean that there won't be a sudden connection and then a race to the finish! You are the only one that really knows your child - so you have to come up with your best shot at what the hold up is and go from there. Look at patterns, like you are doing. I find, as a teacher, I'm like a detective.
Hope some of the ideas help!
Janet
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Leonie
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| Posted: June 19 2006 at 6:54pm | IP Logged
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Personally, I wouldn't worry about it. 
Really, often some boys just grow into knowing their maths facts - through time and experience and maturity.
Keep up your maths programme, play games, play mental maths games in the car - and don't hold your son back from Grade 3 maths. He can start on multiplication while still learning addition and subtraction maths facts, imo. It takes time but sometimes time and practice is all a child needs for something to sink in.
David Albert has an interesting article on what to do when a child seems "stuck" in maths.
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Leonie in Sydney
Living Without School
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mom2mpr
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| Posted: June 19 2006 at 10:12pm | IP Logged
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THank you all for all your insight. I am going to think and research(thanks for the links)and come up with a summer plan. Any other ideas are still welcomed 
Anne
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mary
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| Posted: June 20 2006 at 1:27am | IP Logged
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Leonie wrote:
Personally, I wouldn't worry about it.
Really, often some boys just grow into knowing their maths facts - through time and experience and maturity.
Keep up your maths programme, play games, play mental maths games in the car - and don't hold your son back from Grade 3 maths. He can start on multiplication while still learning addition and subtraction maths facts, imo. It takes time but sometimes time and practice is all a child needs for something to sink in.
David Albert has an interesting article on what to do when a child seems "stuck" in maths. |
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wow, what an interesting article!
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mom2mpr
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| Posted: June 20 2006 at 3:28pm | IP Logged
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Leonie,
I had a chance to read David Alberts article. Wow!! Thanks-it does make me feel better. Having gone through the "system", and being math challenged I could identify with a lot of his comments. And now I am doing that same thing to ds? Of course, not in the same context but I am sure he picks up on my concerns about him even though they are not voiced. Akkk!!
Ds is bright, gets the concepts-he knows HOW to add/subtract/multiply and divide. He can even "carry,"if so inspired, though I have never "taught" him.
I am going to relax, relax, try to have fun, not worry and enjoy this boy!!
Anne
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Leonie
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| Posted: June 20 2006 at 5:23pm | IP Logged
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Anne and Mary,
Have you read any other of David Albert's writings? I have read his book "And the Skylark Sings With me" and it was helpful for me , simply because he often has a different slant on the usual school subjects.
He has another book out, too - haven't read it and the title escapes me at the moment!
I think with Maths we need to relax, work through our maths programmes and fun books, do games, give it time. We don't want maths angst!
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Leonie in Sydney
Living Without School
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4Real Forums : Living and Loving Numbers
Topic: Practicing Facts
