Interesting. Yes, this is a slightly older thread, but it deals with what I'm struggling with right now to some degree. DD is much younger, but there is some of that asynchronisity in her math. I highly doubt dd is PG, but she is very creative also, and artistic.
With math she is ahead of her current curriculum, but at the same time she doesn't know her math facts. She needs her math facts, but I can't imagine a year spent in her current math curriculum, which would simply be review for her on everyting else. She is only a K student. She is working at a 2nd grade math level, but she doesn't have those addition facts memorized.
Like you I'm also getting very diverse opinions on this, and I can argue this both directions. It doesn't help matters for me either that my daughter is also highly asynchronous in reading. She is not a phonetic reader. She still hasn't absorbed the silent-e rule, and can have trouble reading a word like 'lit' in isolation, but is reading 3rd grade level books.
I found the comment about math facts being like spelling interesting, b/c that is an area that doesn't come naturally to my daughter either.
I'm pulling my hair out b/c she is all over the map, and I don't know what is the right level for her to be taught at.
Tammy
