Connected Math Curriculum

What curriculum is used now? My 4th grade son(non-LD) is in a school that uses the Investigations Curriculum(www.terc.edu/investigations) that emphasizes understanding and explaining the answers…it’s connected to the Mass. state-testing program. You might look at it and see if you can use some of it in your daughter’s gifted program. My 6th grade LD son’s middle school tracks kids for math (standard and advanced) and uses a more traditional math curriculum…there is no gifted ed. in our district but kids can move into Algebra and fast-track Algrebra in 7th and 8th grades if they qualify…he’s very bright but plenty challenged in reg. classes, all 8 or 9 of them a day!

I think this is connected to the standardized testing in FL which requires explanation of how you get answers. I too think it is a nightmare for kids with language based LDs.

Beth

Right now, as a worst case scenario, I would have him practice explaining very, very simple stuff and try to work up to harder stuff. If he’s going to *have* to do it, this could mean the difference between total frustration and at least having a clue — and, it *is* an invaluable skill. (This is not saying I think it’s the best way for him to learn math! But if it might happen, take some control over the situation.)

math was a strength-until word problems became multistep. And, yes, those explain type questions kill him-math has gone from his strength to his lowest grade.

On one level, I understand the need, but, on another, I sure wish the kid could do decent at SOMETHING!!!!!

Science project coming up-he enjoys science and is soooo excited about the experiment-but by the time he gets through the written paper and oral presentation……I guarantee he’ll flinch at the word next year!

nt

WHen I taught middle school I got to watch that transition a few too many times too, from “Yes, I like this learning stuff, I like the power of understanding nd mastery, and I’m a hard-working kid” to
…
…
… “whatever”

I’ve heard the Math Investigations (or vice versa) is not good if taught ALONE. I’m really confused. I also dread the thought of math, which is her favorite subject, quickly becoming her worst.

Wonder if you can get something on an IEP to address that?

My 4th grade son’s public school uses it for k-5; he loves it. Yes if your child needs lots of work on times tables, etc. that has to be added but it works on explaining more than math facts; take a look at their web site.

This is my third year co teaching in an inclusion classroom in a math class teaching mathematics. I have done alot of research on the effectiveness of connective math and it has not been very positive. Try the website http://www.mathematicallycorrect.com/programs.htm to get a review of variety of math curriculums. They reported that a F was too high of a grade for connected math. I have to admit I like the concept of realistic problem solving and scenarios so that student are doing more than problems and worksheets. However it is sorely lacking in algorythms, examples and is far from parent friendly. I have to frequently look at the answer key to assist my students. (and I am in my 3rd year in these books) The problem is that parents don’t speak up. We need more parents to speak out and implement a lawsuit if necessary because there is no way we can meet the goals and objective on our students IEPs with using connective math as a sole curriculum like in my county. In fact we have been “warned” not to use anything else. A lawsuit was done in Texas a few years back and the parents won! In the end the students loose (high school teachers in our county are reporting to me profound deficits in math skills when they get to Algebra), teachers are frustrated in student failure and parents give up because they can’t understand the work themselves

Does he have visualization numbers problems? Usually they do if they always need an example of a problem. They also look at problems that they have been taught, let’s say the day before, as if they had never seen it before, or don’t remember how to start solving it. If this is the case, try On Cloud Nine by Lindamood-Bell, it is an excellent program. If students can’t visualize numbers, nothing will help them until they can.

I have Seeing Stars. Is Cloud Nine the same idea? Is there a different process to teach visualization of numbers versus letters?

Beth

Hi Beth

Neurologically, the ability to do math is not in the same area as reading. That is why many ‘dyslexics’ are fatastic at math but can’t read well. In order to do On Cloud Nine, they (Lindamood-Bell) recommend that you do V/V first up to the sentence/sentence level and then start Nine. I really like the programs and have seen great results. In fact, I’m going to be working with a father and son with it starting Tuesday due to their severe lack of visualization. Can’t wait. My tutoring is getting so busy, six clients after school, that I think I’m going to have to open up my own offices, maybe in two years!

Thanks Shay. I know Math and reading are neurologically different-that’s why I wondered if the programs would transfer. We’re doing some visualization work now—not V & V, although we may eventually do that too. Our Neuronet therapist has a program she uses with language impaired kids and a colleague who knew both programs thought this one was more elementary. My son always needs the most elementary one!

That’s great with your tutoring but part of me will be sad if you leave teaching. You reach kids who few other can and many of those will never end up in a tutoring office.

Beth

When ever I hear those words, teach to his strengths, I get the feeling that someone is supposed to pull out a bag of magic dust, sprinkle it on the child, the parents, the teacher and anybody else who looks deserving and all will be well and good for the LD child who needs help in mathematics. HAAA!
Wouldn’t it be great if such a thing existed!!
As a special education teacher, I’ve found that many of our peers don’t understand the need for methods and materials that focus on the specific needs of LD kids. It’s an on going process in educating them, sometimes tiring, but necessary for the children we teach.
In October I was able to attend a 3 day workshop from LindaMood-Bell focusing on V& V, and On Cloud Nine math. Then it took me almost 4 months to convince the school I work at to purchase them for use. Cloud Nine math arrrived last week and V&V should be here any day now.
Thank goodness there are folks out there who are studying the needs of LD kids and putting their research into practice.
Has anyone else had problems like that, convincing peers and administrators that although the school may have a program in place that has proven to excellent results for regular education kids, LD kids may need not only that program, but something that is specific to their needs?

Okay, here’s the deal:

My daughter “appears” to be better in math right now (though on FCAT she scored lower) - at least SHE thinks it’s her strength. She likes it better.

I DON’T know the difference neurologically between reading and math. We have LDs in every area. Any simple explanation or is it too long to go in to?

I’ll give this a try. Language is usually on the left side of the brain. Math is usually a more right brained activity. Kids who have right brained deficits (such as nonverbal learning disorder) have difficulty with math. Visualization is more of a right brain activity which is why kids with NVLD have trouble with comprehension.

The latest theories on right brain disorders are that it is the connections between different parts of the brain that are problematic.

My son has both language based and right brain (nonverbal) disabilities. For a long time we thought my son had only language based disabilities (he was
classified as speech disabled at age 3).

The FCATs require explanation of what you are doing and why and so are hard for kids with language based disabilities. My son did dreadful on math FCAT last year and better on reading on, although in the classroom he did better in math than reading.

Beth

Math can be either right or left hemisphere at lower levels… or both :) There’s a ton of variation in people and what their brains are doing when they do math.
Lots of kids do better at it than reading for the simple reason that there aren’t exceptions! Kids who do well when you give ‘em specific steps and directions can hang in there in math even when they’re having trouible with reading symbols. Reading just doesn’t break down as easily :)
Other kids see math more conceptually and like it better because it connects to “reality” better for them. (Not true for most NVLD types who find words much more meaningful :))
What parts of the FCAT did she do well on, and what are her relative weaknesses? Is she strong on getting the steps right? Concepts? Calculation?