anabelneri Posted February 24, 2015 Share Posted February 24, 2015 Hello! My girls just had GDC testing, and so I now have the great joy of finding curricula that meet them better. My younger dd needs a different math program. We were using Right Start, which I love for its building-of-mathematical-thinking style. She hates, it however, and after reflection on her test scores and consulting with my husband (whose brain works similarly), it seems that we need something more visual, with more pictures. Dd has strong verbal skills, but also has really strong pattern recognition skills. Lately it's looked like she's trying to intuit answers using her pattern recognition skills, but she's still fine-tuning it. Here's what dh described as being ideal: a math book with clear illustrations of the math concepts, that can be looked at and grokked, then move on to the next section. He would then like a unit test covering several lessons to see if he got them, and then be able to move on to the next unit (or go back to a specific section if needed). Is there anything like that? I've used MEP and Right Start, but it's been a long time since I've seen anything else. I'm also open to suggestions. Thanks! Anabel Quote Link to comment Share on other sites More sharing options...
EKS Posted February 24, 2015 Share Posted February 24, 2015 Singapore perhaps? They use the concrete-->pictorial-->abstract approach. 2 Quote Link to comment Share on other sites More sharing options...
wendyroo Posted February 24, 2015 Share Posted February 24, 2015 Like Singapore? When your DH says look at and grok a a section and then move on, does that include doing practice problems on the concept before moving on? Singapore is strong in "building-of-mathematical-thinking" and the textbook is full color (at least Standard edition is, I guess I don't know for sure about the others) and has lots of illustrations. The Singapore methods is the teacher introduces the concept to the student first using manipulatives then the concept is shown pictorially in the textbook. Finally, teacher and student work some practice problems in the textbook that show the concept symbolically before the student does similar independent practice in the workbook. ETA: yeah, what EKS said. Wendy Quote Link to comment Share on other sites More sharing options...
Arcadia Posted February 24, 2015 Share Posted February 24, 2015 Haven't use Tokyo Shoseki's Mathematics International but SpyCar has. So another option for you to look at. A thread on it with the details http://forums.welltrainedmind.com/topic/63631-has-anyone-used-this-japanese-math-program/ Quote Link to comment Share on other sites More sharing options...
Kathy G Posted February 24, 2015 Share Posted February 24, 2015 For my extremely visual child in elementary we used 2 things- Math u See because it is manipulative heavy and was just the thing the visual thinker needed- but it isn't thorough enough nor deep enough. Mathematical reasoning by the Critical thinking company. Mathematical Reasoning didn't have tests but it was easy enough to make them myself. Quote Link to comment Share on other sites More sharing options...
Suzanne in ABQ Posted February 25, 2015 Share Posted February 25, 2015 Another plug for Singapore Math. It works just like your dh describes. Manipulative introduction, then pictures of same concept, practice in the textbook to do with tutor, more practice problems in the workbook to do independently. Many multistep word problems, some of which use bar diagrams to introduce algebraic thinking. Reviews and practice exercises dispersed after each group of concepts, and more cumulative reviews throughout the course. Extra Practice and Word problem supplements are available, but not necessary. Quote Link to comment Share on other sites More sharing options...
PentecostalMom Posted February 27, 2015 Share Posted February 27, 2015 Singapore! My 3yo is chomping at the bit, watching over his (barely) 5yo sister's shoulder when we work with her books. Quote Link to comment Share on other sites More sharing options...
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