I am sorry to hear that you and your child have had frustrating math experiences over the past year. I want you to know that her experience isn't typical of what my experiences have been with students who are using Investigations. Student attitudes and personal investment in learning about mathematics toward mathematics typically increase dramatically. That doesn't mean that all students learn at the same rate. It's important to provide experiences that can be differentiated according to the class needs. It's also important to provide opportunities for students to have ongoing practice.
Last week a mother of a 4th grade girl took me aside to share a conversation she'd had with her daughter on the way to school. (We'd had a math night with parents and kids the night before.) Her daughter said now they were learning math with Investigations, there was no reason to hate school any more. Her whole family was excited about learning math together.
I wish I could give you a quick answer to make things better for your daughter. I encourage you not to give up. Stay involved and proactive with your need for resources to help your daughter at home. You should be aware of the different types of assessment tools the teachers is going to use assure continued growth over time. It's not enough for the teacher to say we'll come back to it.
Here are a few suggestions:
1. Every Investigation unit has 2 sections called About the Mathematics in this Unit and About the Assessment in this Unit. The information is broken down by Investigation. You might want to ask your daughter's teacher for a copy of these pages.
2. Each assessment has a section called Teacher Checkpoints or What to Look For. Ask your teacher to review his/her expectations for students. I think it's important that expectations to be made explicit by the teacher for the parent and the student. If they are explicit, then the student knows what to strife toward.
3. If your teachers has the Investigations Assessment Source Book, ask for a copy of the unit checklist. Every unit has a checklist of concepts and mathematical ideas. Go over the list with the teacher before the unit begins and at the end of the unit.
4. Ask your child's teacher for concrete suggestions of ways for you to continue the practice at home.
If you can write more specifics about the areas you think your daughter needs practice, the readers here could share practical suggestions for ongoing practice. If you know specific areas on the MCAS where your daughter tested low, please share them so other MA readers can make suggestions to help. Some of the teachers here might also be able to tell how they have address the ongoing practice and state test preparation needs of students in their classroom.
