Reply to No doing well with Common Core, but we'll with Singapore math

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[quote=Anonymous][quote=Anonymous]PP at 7:42, what is your education and experience in teaching math to 5-6-7-year-olds? Everybody seems to think that they learned math when they were 5-6-7, so they know how to teach  math to 5-6-7-year-olds. But that's not true.

I have used Singapore Math with my 2 children, so I feel confident saying that Singapore Math works with the two children I have used it with. But I am not going to go around saying that Singapore Math works with every child, or that I am an expert in teaching math, or that Singapore Math's way is the only way.[/quote]

I'm 7:42 ... I am an elementary school teacher who has taught math to students in grades K, 1 and 2; I also have researched methods of teaching number sense and arithmetic in depth.

I agree -- just because you learned to add and subtract when you were age 5, 6 or 7, doesn't mean you know how to teach children to do it.   And just because you have a degree in advanced math or engineering, doesn't necessarily mean you know the most efficient way to teach children how to add and subtract.

The methods in Singapore Math are highly efficient ways to teach basic number sense and arithmetic, however.   Will they work with every student?   I would say yes, they should; unless that student is severely learning disabled to the point where he or she is unable to do things like count with one to one correspondence or cannot remember more than 2 numbers at a time (unable to count 1,2,3,4,5....).   Are these methods necessary?   No, many children can learn basic math skills using different methods; but the Singapore Math way is the most efficient I have seen and if taught correctly should have a high success rate in a short period of time.   Many of the Common Core math standards seem to support the Singapore Math curriculum, however I fear many teachers (and curricula writers) don't truly understand the logic behind what are good standards.   THey bring more into the curriculum than is needed, overly complicate things, and leave parents and students confused and spinning their wheels doing things that are certainly not required by the standards.  (Like coloring sums according to a label instead of just having students solve the problems.)

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