[Japanese math]

Interesting. <sniped>

 

That being said, I read somewhere that the texts never explicitly show certain things, but that they are assumed to have been learned, and the example was given of adding where one must "rebundle" ("carry") a digit, e.g. 12 + 9. Can you comment? Have you observed any (for lack of a better word) odd gaps in the text such as this?

 

They do show the usual digit notation, in a word bubble illustration that is part of the main Algorithm explanation. Note it does look like they want you to know what is going on but not necessarily to write it down. The workbooks do have a box for that reqrouped digit. So my guess is if the kid doesnt want to write it down but instead manages the regrouping in their heads they get the benifit of a less cluttered algorithm, and maybe for some, the process of writing is more work than its worth in terms of effort?

 

I agree the books are "short" that plus the amount of 45min periods these kids study math- I'd say they are workin lots of Bansho.

 

Oh, I think one will want to look closely at everything, on every page to include the pictures, I dont think they are for decoration. ;)

[Japanese math]

Can you share a little more about your math approach with your daughter? And how Japanese math fits in to what you are doing?

 

Hey, thanks for the welcome Spy Car and sorry took so long to follow up. We try for 6 days a week studying math. To make room for Japanese math I trimmed off all the Singapore Supplements except for CWP. At some points we were using 4-5 extras- a real case of missing the forest for the trees. Right now we are in a ‘hold and improve’ mode at SM 2b, and the 3a texts begin to mature -less color , font changes, older cartoon kids, and more work. The Japanese math is giving DD fresh air to recover from my over exuberant use of SM Supplements. Right now we are doing 5 days JM and 1 day SM.

 

Stripe and yourself have already noted many of the Japanese Math’s outstanding points, and I have all the materials to look through, and it’s strong all the way to the last book.

 

I intend to follow each curriculum as a stand alone, and each will move ahead or hang back until the understanding comes. Change from a DD solo/workbook-problem- solving-quantity-of-pages-done approach to team Dad/daughter dry-erase/chalkboard explore-the-text-together approach. Bansho/ Neriage (blackboard/discussion) by doing these well I expect the workbook problems to require the effort of an afterthought. Well that’s long winded...Oy I'm going to teach better! :tongue_smilie:

 

Ray

[Japanese math]

Are there teacher's manuals or something similar to go with the Japanese textbooks?

 

Nothing like a Singapore Home Instructor guide, but they do have some some electronic format stuff some free, some for fee.

 

I did order a $21 'excerpt' interesting but not so useful .

 

I am currently using this and find it worth the money http://www.singaporemath.com/Elementary_Math_for_Teachers_Complete_Package_p/emftcp.htm

[Japanese math]

I read a earlier post about it but nobody had "really" used it. Can someone give a review of it? Does it compare to Singapore?

 

 

"I think they are much the same. They both use algorithms, and word problems, and number bonds. I'd say they are like eating ice cream, like they are easy kind've, and challenging sometimes. "

 

How is eating ice cream challenging?

"no, like ice cream for the easy part"

 

What about the Japanese program do you like?

"their books are small" "the pictures are fun" "they give you good hints"

 

Hi, the blue text is my daughters she is half way into the 2a Japanese workbook. We are using Singapore Math (right now 2b), but added the other program recently.

Global resources books introduce algorithms faster than Singapore does, also explicit decimal notation (Singapore introduces decimals by $$ problems). Fractions dont enter the picture until 4b in the Japanese series, and Singapore Math starts the fraction stuff much earlier.

Oh, the Japanese books use techincal names sooner, things like minuend, multiplicand etc (off the top of my head).

Ray