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Going In With Solutions, Part the Third

Posted Feb 13 2013 1:21pm
I look down at the report card, then at the homework sheet. My brows are knit, so that my eyes are scrunched; it hurts. I stare at it.

"Joey? Simplify five-fifteenths."
"One third." There is not even a moment of hesitation, of processing, nothing- the answer is immediate.

I stare at the paper, marked 40-F. It is dated a week ago.

"Joey, what is 6/24?"
"One fourth." No pause. No blink of the eye. He's not even looking at the numbers, the audial processing isn't even road-bumping him.

"What is 1/8 plus 1/4?"
"What is 1/3 plus 1/6?"
"One half." He is getting slightly annoyed with me asking stupid questions.
"What is 3/15?"
I keep this up as he puts on his coat, toss in some laughter to fool him into thinking it is a game, one we we have played since he could talk- the math problem game, the sudden barrage of math problems, increasingly complex, which still ornaments long car rides. The air is chilly. I am still clutching the failed papers, the report card that has a C+ in the math column, but the only comment, "Your child is a joy to teach!"

Must not be, since you don't appear to be actually teaching him.

"What is 3/18?"
"4/5 plus 1/5?"
"What is 4/76?"
He pauses for the first time, scrunches his brow and then grins.
"Mommy! That's silly!" I purposely picked the oddball numbers, but also know the answer is 1/19. The problem is too complex for him without seeing it, but he doesn't freak out, he makes his "I want a kiss" face. I oblige as the bus pulls up.

I have requested a copy of his school records. I'm going to make sure my ducks are in a row, and make some visuals, so that the team understands: we are out of time. If our IEP is failing, we need to fix it, immediately. And there is no excuse for this child to be getting a C in math.
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