My reservation on that is that he goes so fast, and need so little consolidation, that I doubt it would help for long;
I am having this issue with my DD6. I never taught my child what a hexagon was or how to flip, slide & turn a shape, heck I did'nt even now that stuff. So she was placed in regular math this year because she had not mastered 90% of the grade1 curric going into the year.
NEways the problem is that being placed in the reg math class is slow for her, they have been slugging through 2 digit add/sub for weeks when my kid got it the first day.
I think you are right in assuming that moving him up is a short lived solution. My DD learns new stuff in school all the time, but she has the ablility to learn it faster the the rest so often becomes bored with the repetition.
I don't have the right answer but I do wish you luck!
Thanks, we need it! I'll update after the meeting, at any rate.
It's interesting that you had problems with your daughter being a very fast learner but not knowing all the facts that might have let her be accelerated. I suppose one of the reasons I've been quite happy for DS5 to do ALEKS and get ahead is that I could see that he was learning maths the way 1yos learn language, like a sponge, and reckoned that it would actually help if he'd covered all the topics normally done up to age X, rather than having spottily advanced knowledge. There's something to be said for trying to arrange that, if they're in need of differentiation, they're
obviouslyin need of differentiation!
Repetition in maths is a real problem, though. I mean, I can see the problem for schools: it's difficult or impossible organisationally to let everyone go exactly at their own pace, but that is what's needed. I don't know how to square that circle.
