I've been interested in and concerned with the discussion about the Jr. High level curriculuim, especially since my daughter is almost to that point. When I started this curriculum, I thought it was going to be a complete K-8 curriculum--or K-starting algebra. I am looking forward to the pieces after Book E. I read the post from the Jr. High principal and think that it's a sad commentary on the public school math that the Jr. High kids do the same things for three years. What a waste! With Right Start giving the kids a visual, 'interconnected' base in math, the kids don't have to wait three years to learn more math. This makes an excellent case for Dr. Cotter to have a complete Jr. High curriculum. I want my children to continue in an approach that has been successful for them and teaches to understanding through the middle school/Jr. High years or through to the point of starting algebra. The Geometry is fine, but what about the algebraic approach and the 10% of math that isn't covered in Right Start? I want my children to have a complete math education and be ready to start algebra when they are finished with this curriculum. My questions are these: 1. Is an algebraic approach being created at the Jr. High level? Will it be an alternate approach or a continuation of the Geometry? 2. What about the 10% of math that isn't addressed? Will you create something like a supplementary course to address that?
Thanks, Nora Paisley

I was thinking about my post last night. Would Dr. Cotter be able to respond to it, please?

Dear Nora,
Thank you for sharing your concerns about the Jr high curriculum. I believe I can answer your questions from Dr. Cotter's perspective. I am the school coordinator and we deal with this question a lot right now. Dr. Cotter is busily working on creating the geometric approach, but she has the next two components already outlined and is moving into completing them as soon as possible. She has to study and learn what is being done in every state in order to meet or exceed state standards. Plus she has to learn the terminology for many new branches of mathematics that were not even around when she went through school. She is very diligent and thorough in her preparation, that is why the program is so successful. It is like completing a separate doctorate for each grade she writes. She is truly an amazing and gifted woman. Anyway, the plan is to complete the geometric approach, then work on the algebraic approach. Finally she will write one more component that will have a lot of practical math similar to consumer math, but much more practical with every day uses of mathematics. It is exciting to see where this is going, but you have to be patient. It is much more difficult than this post can express in a few words. In the meantime our students are using the geometric approach along with playing the games to solidify the basics. Use this transition time to be sure your child has mastered conceptual thinking. Problem solving, real life problems, deeper level reasoning. The Japanese often give one or two problems in a math class and the children have to really understand the principles of mathematics. Video Text is the curriculum we recommend to use after the geometric approach. It is a high school program, but it follows our philosophy so closely that it dovetails well with our program. Then students are ready for higher level mathematical reasoning.

I hope this helps. Please continue to check back to see how things are progressing or ask any further questions. I will do my best to answer them.
Nancy