How old is your son? Also, how long have you been doing the math dots and how far have you gotten with the math program (i.e. equations, sequences, equalities and inequalities, simple algebra, etc.)?
It's important to start with the concrete (real numbers [dot cards]) and then progress to the abstract (numerals [1,2,3 or IV, V, VI], abacus, etc.).
If he's having trouble with the abstract, I would try doing more of the dots first, so that he becomes more familiar and well-grounded in ACTUAL NUMBERS, before moving onto the abstract abacus. Seeing the numbers used in equations, comparing them with greater than and less than, doing equalities and inequalities, and the like will help him become more firmly-grounded with real numbers. I can understand the confusion if you are trying to teach both at the same time, since it is somewhat contradictory to one minute say that "six" is six red dots while the next minute saying that "six" is two red dots, one dot on the top and one dot on the bottom.
It would also be very helpful in teaching the abacus if you have already taught addition and subtraction. You can then explain that the bead on the top represents five, and five plus one equals six so this abacus placement stands for six. Without this understanding of arithmetic the abacus won't make any sense.
This topic was discussed here as well:
http://forum.brillkids.com/teaching-your-child-math/abacus-training/msg7873/#msg7873
Digg
