SKL Posted October 20, 2012 Share Posted October 20, 2012 You remember my kid - the one who lost her mind about a month ago, after starting 1st grade. I posted a lot for a week or so. After I made some changes, I haven't heard any more behavior complaints, but I still see her having trouble keeping up in class. I've printed out her Singapore math chapter and we spent about an hour a day going over it last week. I observed some of the issues she has. She is extremely easy to distract and then she loses her place. It seems her short-term memory is poor compared to her overall intelligence. And/or she has a disconnect between words and numbers. She seems to avoid looking at the worksheet (or other visual/tactile math materials) and I have to constantly redirect her attention to it. Last night she was in tears over the following math exercise, which I went over with her line by line for about 15-20 minutes: "Simone has some tomatoes. She throws away 5 rotten ones. She has 4 tomatoes left. How many did she have at first? __-5=4 is the related subtraction fact. Simone had ___ tomatoes at first." When we grab some manipulatives to help work on a problem, she forgets what the question was. Having paintakingly figured it out with manipulatives, we switch back to the original problem and she has no memory of what she just did with manipulatives. :confused: Sometimes it seems she doesn't know what it means to "think." However, she does fine when there are numbers but no words. For example, flash cards, a page of simple written equations, or being asked orally "what's 7-2?" We get through this with lots of patience on both our parts, and overall things are fairly smooth when it's quiet and one-on-one. But I can't imagine how she can manage this in the classroom environment. Another thing I've noticed is that she may know something solidly but still have trouble reflecting this in written work. She either gets overwhelmed by the print on the page, or doesn't connect the text with the concept, at least not within the allotted time. (Her reading ability is average, so it should be neither a help nor a hindrance.) However, when we work on something at home before she has to perform in school - if I know EXACTLY what the task will be (e.g., spelling test), then she does well. Even if the teacher is open to accommodating her, I don't know what she could do with a classroom full of other kids. What should I ask for? Or should I just plan on teaching her math at home until . . . until what? Is this something kids grow out of, and if so, by when? Advice? Quote Link to comment Share on other sites More sharing options...
Join the conversation
You can post now and register later. If you have an account, sign in now to post with your account.