Latreia,
We started JG Matrix Math when my son was 16 months old. He is now 18 months old. He can count forward and backward to 20. He can start at any of those numbers and count both ways. He is starting to understand one to one correspondence. Touch Math would be a much easier program to use for you. I don't think it is an easier program initially for the child. For a 16 months old the double dots would be confusing.
We took the JG numbers - well actually we made some, laminated them and then attached velcro dots to them. That way the kids (we had 3 using it, one with Down Syndrome) can add and remove the dots, count them as they place them on without having to write. It seems that physically touching the dots really helps with one to one correspondence. We used the Touch Math Computer Demo for our 4 year old, it was difficult for him to get the hang of placing the dots on the numbers. But I suspect, over time, it would become easier.
JG Matrix Math is very parent intensive. We have moved the the 4 year old onto Math 3. This isn't something where you can drop your child with the curriculum and hope he'll get it. Obviously, at this age, you aren't doing that, but you might want to think about that as your child gets older. I'm not sure I'd switch back and forth. The other thing I noticed is that the steps in JG Matrix Math program lead you to the steps in the Math 3. Your child is learning much more than just adding and subtracting. In Math 3 you start the fundamentals of memory training.
If you are considering Singapore Math - I recommend that you check out the
Mathematics Enhancement Programme at
http://www.cimt.plymouth.ac.uk/projects/mepres/primary/default.htm . It is a free program out of the UK, based on the Hungarian model. It is very similar to Singapore but I think better. However, Singapore does have the best story problems ever! There is a yahoo support group for the program that we found very helpful. Even if all you did was read through the teachers books, it would be time well spent. A bright later 2 early 3 year old could use the year one materials. You can start an early 2 year old on the reception materials. This program is also very parent intensive. Like Singapore, if you just use the workbooks, you miss the whole point. Here is a comparison written by a parent who had used both. She is from the Yahoo support group.
Since you have used Singapore, can you give me some specific
differences between the two programs and why you changed? I was
showing a friend MEP and she said it looks much like Singapore,
which her kids are using. Since you have changed, obviously it's
not totally the same.
Linda,
I will try. I really like Singapore. I have been using for about 6
years now, and it has served our family very well, imho. I think I
will still think that Singapore has the best word problems I've yet
to see.
Singapore challenges to think about math concepts and apply them. It
does not involve rote learning. It works on teaching you connections.
MEP also does that, but goes even further. It introduces concepts a
lot earlier than Singapore does. For example, I introduced my Y1 son
to inequalities today in lesson 7. My twins almost in Singapore 2
have not seen those symbols yet. In fact, I've had to work with my
dd who is doing Y5 of Singapore, and doesn't really remember having
been introduced to them. She understands the concepts, just hasn't
been introduced to the symbols.
Today my dd was working on lesson 7 of MEP 5, and working with
putting inequalities on a number line. Singapore doesn't really even
touch this.
MEP allows students to really investigate the concept that there are
ways of arriving at the answers in a way that Singapore doesn't.
Even in the upper levels of MEP, hands on manipulatives and concrete
objects are used to explain abstract concepts.
Just the lesson of the different ways of writing one. You won't find
anything like that in Singapore. It is really stimulating mentally.
In Y2 the students were filling out a graph with the rule of there
were 3 more chestnuts than acorns. Sometimes they had to figure out
the number of acorns, sometimes the number of chestnuts, and for the
last section, they could make up their own numbers. Then they were
asked what the rule was, how they could express that rule (at least 3
different ways), and to write an equation for it. They were using
addition and subtraction sentences, and inequalities to do this. My
dh basically noted they were being taught functions. You won't find
this type of depth in Singapore.
Singapore is a great program. It just isn't as deep. It doesn't
challenge them to think as much. Now maybe, if I used the TM's -
which I don't, it might be more similar. But the textbook and the
workbooks are pretty much straight math, although they do teach
strategies, and as I said, so far their word problems are
unparalleled, imho. However, students can go from Singapore 6 into
Algebra. It prepares them that well. There are a couple of areas
that are not covered, but easily taught, and may be covered in the
beginning of an algebra book.
But my kids doing MEP are already doing graphing, exponential
notation (not covered in lower level Singapore), discussing set
theory, natural numbers, etc. I am amazed at what they are being
exposed to. I know my dh (the science/math guy) is impressed with
this program.
I do confess we have had some crying and gnashing of teeth, and the
"I can't do this" but they progress beyond that and realize that they
can do this, and they are not asking to stop. I think they are
really being challenged in a good way. Maybe I should have started
them a bit lower than I did, but time will tell. I think they can
handle it, but I may be wrong.
Christina
Digg
