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kristinannie
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| Posted: April 21 2012 at 4:34pm | IP Logged
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I am using RS A and RS B with my two kids right now and absolutely love it. I should have just spent the money the first time around! 
I had one quick question though. There are quite a few times where RS B tells me to write something wrong. For example to write 6 + 2 = 7. The child is supposed to fix the problem. This makes me a little concerned because I know that CM does not want us to ever let the child see misspelled words. Is it similar for math problems? I feel like I don't want him to see the wrong problem written down. I don't feel like this is an integral part of RS. I can just leave one of the spaces blank and then let him fill it in instead. Or maybe I am just way off base here. I would love to hear your thoughts.
Thanks!
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Mackfam
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| Posted: April 21 2012 at 5:01pm | IP Logged
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It's probably not as big a thing as in spelling because math is actually a part of the logic family, and as such, you would need to identify false statements as well as true statements in logic and reasoning. I may be stretching things here, but those are my thoughts.
CM doesn't get specific at all as far as treating math except to say that it should have a proportional place in the day (in other words, for the day not to be math heavy or math focused).
I think whether you do those kinds of problems or not is probably within personal pref, Kristin, because as you say it's really not an integral hinge in the lesson or program.
I'd probably just watch my child for developmental cues - if he's overwhelmed and confused by the question, I'd move on without much ado. If he gets it and sees the statement as false and can say so, great!
My 2 cents anyway.
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Jen Mackintosh
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ShannonJ
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| Posted: April 21 2012 at 6:19pm | IP Logged
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I think the idea is that the child is supposed to feel comfortable in disagreeing with you if you give an incorrect answer. Which makes perfect sense in the context that Jen puts it as viewing it as a logic topic.
Its been a bit since I've been in RSB, but I do remember playing "games" seeing if she could figure out when I was giving her a wrong equation and I think I remember that being the explanation by Dr. Cotter.
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Mackfam
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| Posted: April 21 2012 at 8:19pm | IP Logged
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I thought of something else.
Writing 6 + 2 = 9 is a false statement, but it isn't exactly analogous to Miss Mason's example of writing the word "drop" as "dorp" and not wanting a child to see or visualize the mis-spelled word.
Something analogous might be if the child wrote the digit "6" backwards and the digit "2" upside down in the above statement. The symbols would be misrepresented and seeing the symbols for the quantity of six and two written incorrectly could become a habit which could hamper the child in a further ability to communicate in mathematics.
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lapazfarm
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| Posted: April 21 2012 at 9:32pm | IP Logged
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If it were me, I'd skip that part.
I know it isn't exactly the same as a misspelled word, but if a kid is a visual learner, as I was/am, it could lead to problems.
I visualize everything from spelling to math to exactly where something was written on a page or blackboard years ago. An incorrect equation like that could totally have gotten stuck in my head the wrong way.
Maybe that's just me, but I'd be willing to bet I'm not the only one who thinks in pictures.
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kristinannie
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| Posted: April 23 2012 at 2:50pm | IP Logged
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lapazfarm wrote:
If it were me, I'd skip that part.
I know it isn't exactly the same as a misspelled word, but if a kid is a visual learner, as I was/am, it could lead to problems.
I visualize everything from spelling to math to exactly where something was written on a page or blackboard years ago. An incorrect equation like that could totally have gotten stuck in my head the wrong way.
Maybe that's just me, but I'd be willing to bet I'm not the only one who thinks in pictures. |
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I am a very visual learner as well so this is probably why it concerns me. I feel like he gets enough practice disagreeing with me in other aspects of the program. I also feel like he gets enough practice with the math when I just leave one of the numbers out and not put a wrong number in. So, I am just going to modify these.
BTW, thanks so much for all of your advice about RS. I love, love, love it!
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Betsy
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| Posted: April 23 2012 at 3:30pm | IP Logged
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CM also makes the statement that if a math problem is done wrong it should remain that way (i.e. the child should not go back and fix it). Her reasoning was that the child needs to work on being accurate.
So, CM certainly seems to treat math and spelling differently in this regards.
For what it's worth, I have been through the complete RS Series with two different kids and having a child write a wrong equation is a pretty small part of the entire package!
Plus, Dr. Cotter has done so much research with her methods I think that CM would at least reconize her respect for the child and her expertiese in math and perhaps amend her views if they differed with Dr. Cotter.....at least that is what I think!  
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kristinannie
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| Posted: April 23 2012 at 10:03pm | IP Logged
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I hope I didn't come off as disparaging Dr. Cotter. I absolutely love this program. I was just nitpicking with one small thing that I didn't like! I didn't know that about CM and math. I definitely have my kid correct wrong answers right away. Something to think about...
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Betsy
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| Posted: April 24 2012 at 8:33am | IP Logged
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kristinannie wrote:
| I hope I didn't come off as disparaging Dr. Cotter. I absolutely love this program. I was just nitpicking with one small thing that I didn't like! I didn't know that about CM and math. I definitely have my kid correct wrong answers right away. Something to think about... |
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Sorry if I implyed that you felt that way!  I didn't take your comments that way. I just wanted to point out that CM has addressed math and spelling differently and that in the big picture of RS writing a wrong equation is a small part. I know in my early years of schooling I lacked a lot of perspective on the big picture and I alway appreciated when someone with more experience would help me to see where a program was going in the long term.
Lastly, I don't think that CM was much of a math person (this is my own personally feelings, not anyone else view point). I think that if CM was alive today she would have searched out like minded individuals and deferred to them with more difficult math questions.
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4Real Forums : Living and Loving Numbers
Topic: CM math question
