Well, I certainly know what you are talking about. I found "Mathematics Their Way" very helpful at this stage. It was great for games and activities that help make those connections. They have a connecting" level for this very thing. I could send you some samples that you could try with him. Let me know. Geo

Really, really glad to hear that. :laugh: Geo

What has been done with your son to help him grasp numbers? A friend of mine has a child with dyscalculia in PS and they do the same approach to math with that child as the others....only over and over and over, ad nauseum. She has learned nothing. His lack of progress may be their failure, not his. Upon research, I have found Britain to be much more responsive to the needs of these children. My son has dyscalculia and I am finally ordering Addacus from the UK. I wanted to order Addacus last Fall, but had some financial setbacks. I presently use Developmental Mathematics, which has been ok, but I feel he needs more variety and stimulation than DM can offer alone. Sadly, Addacus is expensive. The cost of materials aren't too bad, but the cost of shipping is high as well. I will be paying around $600ppd for the entire program (Pack 1, 2 & 3) which covers introduction to numbers through fractions. You could easily spend that much on math programs here, over a period of time. Check it out: http://www.addacus.co.uk/index.php It assumes no numeracy whatsoever. The author, Celia Stone, has been wonderful. She even called me from the UK,at her own expense, to discuss the program with me. I believe my son will be the first in America to use it. Hopefully, one day it will be more easily available in the U.S. As for now, she is presently waiting on a patent. Hope this helps, Geo

I've used Miquon math with several of my children. It uses exploration as the primary method of igniting an interest in math. Very open ended and non-traditional. The teacher's manual IS the program, do NOT try to use the "lab books" without it. This is the program that taught ME how to think mathematically...my kids took to it naturally. Intriguing and very inexpensive. Two out of my six kids didn't take to it...one thrives (independently) on Singapore, while the other is dyscalculic (math dyslexia). For him, I am using "Developmental Mathematics" and "Addacus" from the UK. Geo

Absolutely have to agree about Reading Reflex. Super simple and really helps nail down sound/symbol corellation. The lessons are pleasant and more game like than dry phonics lessons...however they are not silly or shallow. My daughter was able to transition easily into Spell To Write and Read after completing the Advanced Code section in RR, it was that solid. It is certainly inexpensive ($12 amazon) and extremely easy to use, even for a beginner. Geo

Ditto. Geo

Have you ever heard of IRLEN? I met a lady 15 years ago who said it really helped her. I'm not suggesting that it would be a panacea for your boys...but it may ease some of the discomfort they feel when looking at printed material. You never know. http://www.irlen.com/ and some interesting youtube videos: http://irlen.com/index.php?s=videos Geo

Since he has been delayed in milestones (crawling, walking, talking) You might try reading about Dyspraxia. You may find a picture frame in which all the pieces finally come together...at least it has for me. Many dyspraxic children struggle terribly with reading, math, handwriting, not to mention gross and/or fine motor functions. Often, there are overlapping issues in development, like adhd, dyslexia, dyscalculia, speech, auditory processing, etc. I feel your "panic", believe me. Just breathe. Read, search the internet, post on boards like this. You must gather information and arm yourself to blaze a way for your child. It won't be time lost. Earobics is a sensible place to start, especially if cost is an issue. Auditory processing is not unusual with these children. In addition, I'd start reading up on dyslexia and it's symptoms and see if any of those strike a chord. How is his mathematics? Can he ride a bike, tie his shoes? Please understand, I'm not offering a diagnosis...just suggesting a direction to investigate. Once you know what you're dealing with it's easier to remediate. Big, big hugs to you and an eye-to-eye, "You can do this" "Yes, you can". Be brave, be pro-active. :grouphug::grouphug::grouphug: Heart-felt hugs, Geo

Glad to hear that progress can happen even after such a slow beginning! We are working really hard (sshh, don't tell him) on one-to-one correspondence and number recognition right now. I'd love to move forward but there isn't much foundation to build upon...yet. Actually, I did look into the "On Cloud Nine" materials. You're quite correct that they are incredibly expensive, though I will keep the numberline in mind now. Right now, I feel really strongly about buying the "Addacus" program. I want to be able to "open and go" with his math, something I have never been able to do before. We have spent way too much time on curriculum development up to this time. I want to be able to relax and attend to just working with him and not picking and choosing activities. I know it isn't a magic bullet, but at least I will have a plan each day. We actually had a good day today, mathwise. I pulled out Developmental Math again and we did a two-page spread. He was adding one more and two more to five (a nickel). I gave him a number line (for jumping). He did it all correctly, albeit mechanically. If I had given him single objects he would have just counted them all and missed the point of "counting-on." I don't like where we are at right now...I want to strive for understanding, not just robotic responses. Even though he completed his lesson today without any real stress or meltdowns...I know that no real understanding took place. He feels good that he got everything right...but I can tell he had no confidence in his answering. I realize I am taking a risk by casting all my eggs in this basket (addacus), but I feel the need to try. It does implement "stringalongs" which sound like your bead counting strings. It uses them for every number though, to help see the smaller number bonds within each number (numerosity). Thanks soo much for all your help and input. I will keep you mind when I need to talk to someone. Hugs, Geo

Thanks so much for sharing with me. It's oddly comforting isn't it, knowing that someone else is in the same shoes? I signed up for the free trial with dreambox. Do you have any clues what they charge per month? Thanks a bunch, Geo

Wow, thanks for such detail. How old is your son? What did his math ability look like at 7/8 yo? (looking for hope here). Our situation is quite similar, just younger. We have 6 children and have homeschooled for 22 years. Even with all that experience, I have to admit, learning disabilities are not for the faint-hearted! Our youngest, a 7yods (8 in January), is just now learning to read (short vowel/3-letter words mostly). However, it's his profound lack of mathematics ability that stands out. Especially in light of his otherwise very bright mind. I think his case is fairly severe. He has a tenuous grasp on numbers 1-10. We worked on this intensively last year, all year. He can know them one minute, and then not be able to identify a number the next. He cannot see quantities above 4, at all. Even then, he can be stumped by a group of 4 about half the time. He sees and seems to understand only 1, 2 and 3...intuitively. He has the classic behavior of only being able to "add" by counting in ones. His one-to-one correspondence is quite spotty, often losing his place (mentally) and having to start counting back at 1, over and over. It's so painful to watch, sometimes I have to hold back tears. Many times he still "counts" faster than pointing to objects (just chanting actually)...showing his lack of understanding of the meaning of what he's doing. He cannot "count-on." He's not yet ready for Developmental Mathematics book 2 (which I only supplement with). We had to stop after a few pages, it was moving too fast. I have kept our math times pleasant and reasonably achievable by using" different materials but when you can't "do" anything, it's hard to "do" anything, ykim? This week's math has been multiple games of "chutes and ladders", just basic counting, one-to-one correspondence and number recognition. The dots just don't seem to click with him, unless he can "count" the dots. Even counting them over and over he never remembers them by sight. We spent his (first) kindergarten year with Right Start...full of dots, sticks, fingers and abacus beads...nothing but frustration. That's what really clued me. If I tend press even a smidgen, he gets anxiety and cries. For that reason alone, I've done lots and lots of activities from "Mathematics Their Way" which looks like activities out of "Dyscalculia Tool Kit" which I own as well, but can't get past the counting section. I have Tony Attwood's book (ordered it from the UK), but it's just so...well, clinical. It makes me envision white coats in an institutional setting...brrr. I absolutely agree with what you say about the UK and dyscalculia...not alot of help or understanding here on the homefront. Why is that? I am in the process of ordering a program from the UK called "Addacus" written specifically for dyslexics/dyscalculics. http://www.addacus.co.uk/products_book1.php The author is also author of "Beat Dyslexia", if that means anything. Ceilia Stone, I think. Anyway, it assumes no numeracy whatsoever, so that should be right up our alley! I do have one other concern floating around the back of my consciousness. Dyspraxia. He cannot tie his shoes, ride a bike in a confident way (even with training wheels). When I try to get him to do jumping jacks, he just looks bewildered. He seems hard pressed to even copy us doing the arm-actions only, and still aren't done correctly either. He isn't really able to eat very "chewy" foods either and ends up spitting out foods he finds as such. His handwriting is very...weak, though neater than I expect. I do have to talk him through formation though (we use HWT). He seems to have an extremely weak grip and when encouraged to press more firmly he over-compensates and breaks the pencil lead. He talks constantly and can be very loud most of the time. He is easily frustrated and still has meltdowns nearly daily, though he has been showing a desire to overcome that and is rebounding much more quickly than in years past. Definitely sensitive to clothing tags...tags are evil. Also, when I asked him the other day why he dug out his old Duplos to play with he replied, "They sound better than the little ones.":blink: I know some of these can be dyslexic traits, but that hasn't presented itself in any clear way. In the meantime, the little idiosyncrisies just keep piling up....... As you have probably guessed, he has not been formally diagnosed. Formal diagnosis or not, the dyscalculia is incontravertible. Besides, no money, no insurance. A public school testing route wouldn't bring any real relief, we live rurally and the local school budgets are so tight (cut backs) they have even ceased dual enrollment, let alone intervention for homeschoolers. That may change in time though. I am presently filling out mounds of paperwork to apply for state funded health care just for this reason. We aren't big on gov't assistance, but we'll do whatever we need to do for him. Still, not sure how far that will take him in the process. Thanks for listening, I really needed to talk about this to someone...most people around me don't understand. The few times I have opened up about it the looks I received were incredulous. Others seem to think the public schools have a "magic bullet" and "why would you want to deal with that sort of thing" attitude. So I just keep to myself about it. Again, thanks. Geo

Actually, I'm not suprised it seems "corny." The younger levels are for young children who very often find it refreshing and uplifting. It speaks to their innocence. Remember, the "corny" part is written to reach the hearts of the children, the ease of use part is for the mom.;) I must confess, Mr. Rogers was deeply loved by the children in my house. We got rid of television when the yellow sponge tried to replace him. Geo

I've homeschooled for 22 years and HOD is the first curriculum I have used where it actually flows. I used SL for five years and it never came close to the cohesiveness of HOD. It's an easy yoke. Geo

I suspect adhd in my son, but that is only a part of the challenge. Dyscalculia is quite clearly his greatest challenge right now. Reading has been slow but steady and successful thus far, I don't suspect dyslexia at this point. I am determined to rise to the challenge and continue to teach him at home. Private school is not an aoption and the public school...well, let's just say I have no confidence in them and leave it at that. Thanks for sharing! Geo

Wow. I am feeling pretty alone right now....:sad: Geo

Just wondering. How did you know there was an issue? Do you have a formal diagnosis? What are you doing with your child where math is concerned? Does your child have other overlapping issues, such as dyspraxia, dyslexia, autism or adhd? What has been your experience with developing math skills? Geo

You could call the Dr.'s office back and discuss the nature of the visit with one of the nurses, ask if maybe you could speak to his doctor privately for a couple of minutes while the nurses check his weight and height, etc. Definitely share your desire to protect your son at this juncture. Discretion is imperative before a diagnosis, I would think. Geo

:crying: No words. Geo

He proposed on my 22nd birthday, October 31, 1980. We were married on November 8, 1980 Do the math...we'll be married 29 years this November. No, I wasn't pregnant. ;) An elaborate wedding was never one of my dreams, the most common reason for a long engagement. Once you've decided to marry...why wait? Geo

I read this awhile back on: http://www.godlyplay.org/view.php/page/lefthand ((a Montessori style bible curriculum I have used in children's church). Stealing Past The Watchful Dragons C. S. Lewis was often asked why he, an Oxford scholar and lay theologian, wrote The Chronicles of Narnia. Once, he responded by writing: "I thought I saw how stories of this kind could steal past certain inhibitions which had paralyzed much of my own religion in childhood. Why did one find it so hard to feel as one was told one ought to feel about God or about the sufferings of Christ? I thought the chief reason was that one was told one ought to. An obligation to feel can freeze feelings. And reverence itself did harm. The whole subject was associated with lowered voices, almost as if it were something medical. But supposing that by casting all these things into an imaginary world, stripping them of their stained-glass and Sunday School associations, One could make them for the first time appear in their real potency? Could one not thus steal past those watchful dragons? I thought one could." ©CS Lewis Company and Harper Collins Publishers In other words...to present a fresh picture of Christ...free from religious trappings that keep Him at a distance? I believe he intended Narnia to ring true inspite of prior religious exposure. Geo

nt

I totally get what your saying. Basically, we have the same plan. But the other poster is right too...YOU and I are not so easily replaced. However, we have no control over that, do we? My prayer is that he will marry well and that she would love him and the kids as much as possible and make it easier for them to adjust to their new life. Geo

Brandy, First off, these are ingenious. I applaud your creativity. However, it is rather unethical for homeschool moms to grab scores of paint chips with the sole intent of using them for this purpose. The chips are provided to assist in choosing paint colors for purchase, not to supply us with free resources. It's a courtesy that should not be abused. Having said that... the next time I buy paint I will definitely keep my paint chips. :001_smile: Geo