DotMath for Kids (click on tabs above for info on that topic)

Q? Are there conflicts with other systems? Answer: Yes

DotMath is not compatible with touch math,  Semplemath or math adaptation.
 

Touch math has dots on top of the number symbols one to five. These patterns are similar to my first version of DotMath I made in  1966.  I have made different versions since then.  I stopped using my old versions because my research and experience showed that my old versions had very serious problems.

In my old versions the dots and number combine to make a new symbol that looks different than the universal standard number symbol,  so the children always wanted to put the dots on every number every time because they thought that is what a number looked like.

They saw the dot and number as one symbol but counted on the dots and ignored the universal symbol.    They always wanted to count by ones and add by dots and not by groups. They learned the pattern of putting dots on all the ends of the number symbols  1,2,3  then get confused about how many dots to put on four. They wanted to put a dot on every end and intersection of the four. This would be six dots not four.  They would get addicted to counting the dots and not want to translate back to the universal number symbols ( counting by ones slows them down).  This is why I do not recommend the  use of my old versions (1966-94) because they had dots on top of the number symbol  and I found this to confuse the children.

     It took me many years to recover from my first version that had the dots on top of the number symbol and I knew that the dots and number were not one  symbol.   Children that learn the "dots-n- circles" and number as one symbol  may never recover from doing that.

People have gone to the "teacher to teacher" (T2T) web site looking for help  (and I quote here)  " to recover from touch math" (unquote).  

1.  One person said that it destroyed his ability to do math and another called it a failed experiment.

2. My experiment (1966-1994)  with dots on top of numbers proved to me that it does not work and it took me many years to recover from doing that.   It seems to work -in the short term  you can’t count "dots " in highschool and keep up with the students who learned math the correct way.

3. I believe you can only be considered recovered when you can say that it is wrong to put dots on top of a universal number symbol.  I understand this better than other people because I have had a personal experience with it from my first virsions (1966 to 1994)

4. There is a conflict between "DotMath for kids" and "touch math" because they are so very, very different.    You will confuse the student child if you try to mix them-    so please do not  mix them.

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Evaluation of Math systems

I have evaluated these systems that I found on the internet. This was done to see what kind of reviews these programs are getting from the critics and the people that use the program.   I also wanted to know if there would be any conflicts between them and the DotMath for kids resource material.

Too many people think that one text book should have all the answers on how to teach all students. This idea is unrealistic. I think teachers are professionals and understand that no text book it going to meet all the needs of all students.   It is up to the teacher to teach math and use the text book as a guide.   When the text book fails to supply the information need,   the teachers should use the best resource material they can find to help teach the concept. Because of this belief, I have not been too critical of these books, systems and programs.   If I give a system a bad review it is because I was not able to find anything good to say about it.

 

The human calculator

(Scott Flansburg) This is very good and does not conflict with DotMath for kids. I recommend this system.

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Lindamood-Bell Learning Processes: (On Cloud Nine)

Nanci Bell, owner and director of Lindamood-Bell Learning Processes®, is the author of two books on imagery as the base for language processing. Kimberly Tuley, the director of operations for Lindamood-Bell is a trainer and consultant in the application and refinement of

Lindamood-Bell programs. There does not seem to be any conflict between "On cloud Nine" and DotMath for kids.

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Math-U-See:

At first I found it hard to follow (alfa, delta not grade 1,2 ...). has algebra, calculus lot of manipulatives but was ok. Math-U-See does not conflict with Dotmath for kids.

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Stern Structural Arithmetic:

This is very good and does not conflict with DotMath for kids. You cannot get a better recommendation than one from Albert Einstein! He said:

"I believe, that her (Catherine Stern's) idea is sound and would be of real value in the teaching of the elements of arithmetic." Professor Albert Einstein

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Didax:

I was only able to find a small amount of info on this. Work book to help learn addition and subtraction strategies for grade one, two and three. There is no conflict between Didax and DotMath for kids

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Great Leaps Math Program:www.greatleaps.com by Cecil D. Mercer, Ed.D. University of Florida, Box 117050, Gainesvill, FL32611-7050 – 352-392-0701 ext 257 .

It has text that you must try to translate into visual aids. (describes group numbers and counters). I do not recommend this math program.

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Greg Tang

(The Grapes of Math, Math for all Seasons, Math Appeal, Math fables and Mathterpieces) These do not conflict with DotMath for kids. I recommend them as good books.

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Ten Black Dots:

Ten black dots is Poor because it puts dots on top of the number ten. This conflicts with the ideas in DotMath for kids. I do not recommend ten black dots.

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Hot dots:

Cards with dots on them that you find answer with special pen. This does not conflict with DotMath for kids so I do recommend this.

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Montessori math:

(Dr. Maria Montessori) This is very good and does not conflict with DotMath.

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Math their way:

(Mary Baratta-Lorton) This has liner dots. This does not conflict with DotMath for kids.

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Math wise:

Jim overholt ( has vertical dot matrices rows and columns of 10x10 dots). This does not conflict with DotMath for kids.

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Houghton-Mifflin:

This is a good web site. Has counters that you can move and a total button. This does not conflict with DotMath for kids. I recommend Houghton-Mifflin.

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Sadlier-Oxford:

This is a good site. It has a lot of color to help explain with groups and things. This does not conflict with Dotmath for kids. I recommend Sadlier-Oxford.

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Saxon Math:

They have a lot of manipulatives and kits for every year. The price is a little on the expensive side. This does not conflict with DotMath for kids. I recommend Saxon Math.

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Folsomgold:

This is a very good practice program. It is free to copy and use so does not have a lot of fancy stuff but I had fun with it.

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Chicago Method:

1) I have found people that like this method and some that hate it. This person took the time to make a web site to complain about it (has references by other experts) He said:

" As a scientist/university professor who uses 'everyday' math every day, I find the Chicago math method to be nothing but gobbledygook. I'll be seeing some of these kids someday who will want to work in the lab. Will they be prepared? I doubt it

2) Karl Dahike wrote:

"I encourage our school district to return to traditional mathematics, and I hope other districts will follow suit. At the same time, I hope we can retain the valuable aspects of Chicago Math. The alternate algorithms should be made available for the few who do not grasp traditional math, and each child should be allowed to use his favorite method, any method, to solve the problem, as long as he gets the right answer. But traditional math must be taught first, and most students won't need anything beyond that."

3) Karl Dahlke points out that there are some things that are good about Chicago math and things that he does not like about it. I found this to be the same with most people that evaluated Chicago Math.

4)For example one lady wrote:

My daughter who is very bright has learned to hate math, thanks to UCSMP. The school is otherwise excellent, but why they have clung to such a program, I just don't understand. I spend an hour or two every night going over what could be very clearly explained -- but isn't. Sad.

5) Chicago Math does have critics but I still recommend it as a guide along with other material. I found Chicago Math does not conflict with DotMath for kids.

 

Everyday Mathematics: (UCSMP)

David Klein and Richard Zisko feel there are shortcomings in the everyday math  program so they do not recommend it for California. I think it has some very good ideas and concepts so would be "ok" for other places that have different rules than California. The following is a game from their site called beat the calculator.

One player is the "Caller," a second player is the "Calculator," and the third is the "Brain."

The "Caller" selects a fact problem by dropping a penny on Game Master 7 or by using a random-number generator to create an addition-fact problem. The "Calculator" then solves the problem with a calculator while the "Brain" solves it without a calculator. The "Caller" decides who got the answer first. Players trade roles every 10 turns or so.

Comment by Owen on everyday math:

       The problem with flash cards and games like beat the calculator is that they are just different forms of testing to see if the student can remember abstract facts but do not give all the information needed to learn how to get the answers. The DotMath for kids system gives all the questions and answers in the form of a map that is easy to remember. I did not find any conflict between everyday math and DotMath for kids.

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Han-5 math:

Students learn nine different number patterns on their left hand, as a visual representation, to learn a new mathematical language, "Counting by Multiples." Then their left hand turns into a number line, a hundred chart, a times table, a division table, equivalent fractions etc. From the video clip on their site it seems to work very well and at high speed. It does not conflict with DotMath for kids. I recommend the Han-5 math system.

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Chisenbop:

Chisenbop is a method of doing basic arithmetic using your fingers. It is attributed to the Korean tradition, but it is probably extremely old, as the soroban and abacus use very similar methods. Probably these other devices were derived from finger counting. They have a cool visual aid to help explain how it works. This does not conflict with DotMath for kids. I enjoyed the finger graphics. This may work for some but not others so I recommend some personal research.

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Finger math:

This is from their site: " Finger math was invented about 15 years ago by Edwin M. Lieberthal. The technique uses the right hand for single digits and the left hand for multiple digits.

For example: hold your right hand over a flat surface such as a book or a table. Make sure none of your fingers are touching the surface. Each of the fingers on your right hand except the thumb count as one. Therefore, you count by pressing individual fingers onto the surface. For example, to show the number 3, three of your fingers would be pressed on the table while the other two remain above the surface. Your thumb represents the 5 units, instead of the 1 unit each of your other fingers represent. If your thumb is pressed on the surface, it signifies 5. Therefore, having the thumb and 2 fingers of your right hand pressed to the surface represents the number 7. The thumb and one finger represents 6. Using just this, you can count from 1 to 9 on one hand!  Your left hand is now used for even higher digits. Each of the fingers on your left hand counts for 10 units and your thumb counts for 50. Therefore having 3 fingers and the thumb of your left hand on the surface represents the number 80. Using your left hand and right hand together allow you to count from 1 to 99.

Finger math does not conflict with DotMath for kids. This may work for some but other may find it too wordy with too much text.

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The Landmark Method for Teaching Arithmetic

Christopher Woodin

Math may be viewed as a language – a simpler, more consistent, and more regular language than English. This is especially the case with math facts. Numbers represent nouns, while operational signs (+, -, x, / ,=) serve as verbs. Both components are governed by rules of syntax. Math facts, such as 2 x 3 = 6, may be though of as math sentences. Students should be encouraged to speak in complete sentences, to convey an entire thought, and to develop a consistent rehearsal pattern for the math fact.

     This is very good and has the same philosophy as DotMath for kids does.   We must define the math terms in English first and in complete sentence so the students can understand what the math statements means.   DotMath is the "math dictionary" that defines the terms in a way that children can understand and remember (visual+ audio+action+association).   We must always define what the math terms are or we cannot do the math.   We learn to talk before we learn to read and write.   This is true of math as well.   We need to be able to verbalize the math statement as a complete sentence and then translate it into words and then translate it into math symbols.   There is no conflict between DotMath for kids and this program.

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"Memory Joggers"
This system was created by Donnalyn Yates for her  third grade classes.   I think this is a very good way to teach math.  It has the same basic philosophy
as the DotMath in that  action is combined with visual hooks and then put to a rhyme to help students memorize the math facts.  Memory Joggers does not conflict with DotMath for kids.

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Marlys Isaacson, PH.D    "Picture Me Reading"

  The isaacson system was made to help childen learn to read but she does have some material for math.   The digits are drawn to look like people, animals, and objects which a child can recognize easily (this is also done in the DotMath system). A verse accompanies each to help set the name of the number in the child's memory. 

   I think this is a very important concept.  A child must be able to read and understand what the names of the numbers are before they will be able to learn math.  This system does not conflict with the DotMath for kids system.

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RightStart Mathematics:


  THE AUTHOR AND DEVELOPER: Dr. Joan A. Cotter received her BSEE
 (electrical engineering) from the University of Wisconsin-Madison
and MACI (curriculum and instruction) from College of St. Thomas
 (now University of St. Thomas, Minnesota), and earned her Ph.D.
 from the University of Minnesota (mathematics education).


RightStart Mathematics uses the AL Abacus to provide a visual
 and multi-sensory experience. The elementary and intermediate
 program lessons guide the teacher day by day and year by year,
 helping children understand, apply, and enjoy mathematics.

Visualization vs. Counting

In the U.S. counting is considered the basis of arithmetic; children engage in various counting strategies: counting all, counting on, and counting back. Japanese children, on the other hand, are discouraged from counting and counting strategies; they learn to recognize and visualize quantities in groups of fives and tens. The teachers consider counting to be slow, unreliable, and oblivious of place value.
 

    I spent a lot of time on this site because I was very impressed with it but  I think the students need to know both  counting  and how to recongize quanieties in groups.   I recommend  RightStart Math .    It does not conflict with the DotMath for kids system.

 


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If you use touch math, you may NOT use any material from the "DotMath for kids" web site! This material is ONLY for people that do NOT use touchmath. You must NOT mix or use any "DotMath for kids" material with touchmath.

1. To comply with the rules of this site you may NOT use any "DotMath for kids" material with touchmath.

2. To comply with the copyright law you may NOT mix or use any "DotMath for kids" material with touchmath.

3. To use any "DotMath for kids" material you must first abandon, discard and discontinue all and any touchmath material.