I had a parent/math specialist, math specialist, math teacher, and principal meeting yesterday to discuss DS5's math. I had asked them to assess DS5 further, end of 1st and 2nd grade, so we could see where he actually was. For those of you who have been following along you know that they had said that they weren't going to do that. Well it turns out that they did. DS scored a 93% on the end of 1st grade and they didn't finish 2nd but he seemed to do very well with the part that they did give him.
The math specialist who had assessed him started explaining the tests,showing page after page of correct answers. She then looks at me and says "Now, normally you would think 93% was good but...". DS missed a double digit addition problem. I see what he did and how he got it wrong though I am not sure why he did that, this was a problem type that he had been able to do for quite a while in his head. Anyways, since he continued on his path of incorrect reasoning when she asked him to explain it she used that to deduce that he did not have any real semblance of math sense or understanding. The problem is that I believe he does understand, he shows me everyday, but there is no way to show them what I see. Apparently it is their view that I have taught him how to use algorithms without teaching the understanding behind them. As it was put "Well we can't stop you from working at home with him since you are his parent." The principal also challenged me to, as a parent, step back and let them do their jobs and teach DS. This was an incredibly frustrating conversation. They stayed with their opinion that I should be very happy with where DS is because they have two very talented math minds teaching the class. I could go on and on but that is the gist of the conversation. Oh, and the math specialist who is co-teaching his class decided that since DS is excited when he is challenged that he wants to be special and that she doesn't want to encourage that. He has to be a team player.
On a slightly different topic, the principal stopped me on my way out to talk about whole grade acceleration. He said that it is possible but never really done. He told me two stories of terrible failures as explanation. I told him that research shows that it is successful a large portion of the time and advanced kids NEED acceleration. He believes that DS is accelerated and should he skip he might not be able to be offered the same type of opportunities. Another dead-end conversation but I do believe that we both understand each other a little better now should I pursue it further.
Sorry for rambling so much. It is all still so jumbled up in my mind and I am trying to make sense of it all.
Last edited by Eibbed; 02/15/13 12:45 PM.
