Both my DD's attend the local SS. Both have been having difficulty with mathematics for close on 2 years. My eldest is in year 4 and the youngest in year 2. While they struggle with maths they do pretty well in most other areas. They are both very strong in English both getting A's on their last report cards and eldest is extended in English and science.
For ages I couldn't understanding why they were doing so poorly in maths (ie getting D's). Whenever I have approached the teachers both have responded by saying "maths just isn't their thing" or "don't worry they write great stories". One teacher went further one day and said "don't worry she can always just do basic maths in high school." I was pretty annoyed with this comment. My DD is only 9 and I assumed that it was the teacher's job to help them improve not just write them off as it seems to me. On the odd occasion they have given me a bit more feedback by pointing to specific areas of concern that I should work on with them (hence it becomes my job not theirs) but when I have attempted to find out what they are doing to assist them in the class room the answer is "I'll keep an eye on her" whatever that means.
It has become clear to me that they view me as a troublesome parent for asking for help for my kids so I stay away from the class room and this makes me feel isolated from my own children's education. I have tutored them myself, taken them to an ed. psychologist to make sure they had no learning disabilities and am now taking them to Kumon as I realized that both girl's basic maths skills were never consolidated or mastered, hence their confusion. Kumon is great and I have seen them make tremendous strides. Eldest got a B and a C for maths this year ( finally no D's) which is wonderful and I think vindicates my view that the basics where never there prior to Kumon.
I blame this on the schools philosophical approach. They seem to stress a students strenths and ignore their weaknesses; they teach maths with the spiral approach and no mastery jumping moving so rapidly between areas that kids could never grasp anything in my eyes ie introduction to fractions one day and then measurement the next and no revisting fractions until many weeks or months later. Also parents where told at the beginning of the year that we must teach our kids their times tables - made me wonder what the heck will happen to those poor kids whose parents wont bother or who don't have the time; and so called peer assisted learning. This translates as the teacher giving no explicit instruction on the white board ie examples and how to tackle the problem simply hands out work sheets. Then they are expected to ask 3 other students for help before they ask the teacher. This is a rule and is for the entire class time not just for small blocks.
Does anyone else think that the comments about maths not being their strengths is inappropriate and unhelpful. After all I am aware of this fact hence the reason I am standing in the class room asking them for feedback of any kind...What I would like to know is if any progress has been made and if not what is going on to assist them. Is this unreasonable?