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Frequently Asked Questions
Click on a question to see the answer
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What is the difference between Math·U·See and other
programs?
- Is it a complete curriculum?
- Why did Math·U·See change its elementary
curriculum, and what are some of the new features?
- How do students score on Achievement Tests?
- How do I decide where to place my student?
- How do I get an older student started in MUS?
- Can an older student watch the video and teach himself?
- What do I need for each level?
- Must I buy the video/DVD?
- Are the blocks just for younger students?
- Do I need one or two sets of blocks, and how do the
sets fit together?
- Can I still order the Classic Math·U·See
curriculum?
- What is the Classic curriculum?
- What do the names of the new books mean?
- Can a student start Algebra 1 without having previously
used Math·U·See?
- How high does Math·U·See go?
- How do I place an order?
- How do I find my Math·U·See representative?
- Are there special offers or discounts for large orders?
- Do we sell used Math·U·See books?
- What about Cathy Duffy's comments in her book "100 Top Picks for
Homeschool Curriculum"?
- What is the name of the background music on the menus in the DVDs?
- What is the correct order for the upper-level math courses?
- How Does Math·U·See Work in a Coop Setting?
1. What is the difference between Math·U·See and
other programs?
 Most of us have been taught math by repetitive drill and worksheets. The method was pencil and paper. Understanding was
not emphasized, rather rote memorization. Math·U·See believes it is essential for a student to memorize basic
facts and formulas, and we feel it is equally important that students learn concepts and applications.
There are two ingredients that have to be added to make this kind of learning occur. First, the teachers must understand
math. Second, they must have a tool to be able to show students math so they can understand it. The lesson by lesson videos/DVD's
teach the teacher the concepts and show them how to use the tool. When the teacher speaks the student's language with the
manipulatives, then they "see" and comprehend math.
Math·U·See does have student texts but we also have hands-on manipulatives and instructional videos/DVD's
as well. Together, students learn how to perform math operations and understand why, so they can apply them to everyday life.
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2. Is it a complete curriculum?
Yes. Not only does Math·U·See teach the basic operations
of addition, subtraction, multiplication, and division, but it also teaches
telling time, money, Roman numerals, measurement, etc.
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3. Why did Math·U·See change its elementary curriculum?
After listening to feedback for over 10 years we felt it was time to incorporate your suggestions plus observations of our
own. The following paragraphs explain in more detail some of the specific improvements.
A couple of the larger areas that were addressed were subtraction and division. Each of these subjects was significantly strengthened
with the equivalent of one book in the new sequence devoted to each topic. Addition and subtraction facts are taught in Alpha
and multiple digit adding and subtracting are covered in Beta. Division, single and multiple digit, is taught in Delta.
Measurement, which is a great place to apply math at the elementary levels, is now taught and reviewed throughout Alpha through
Zeta. In the Classic curriculum it was presented in special lessons and not reviewed nearly enough.
The new instruction is now available on DVD as well as video. The DVDs are a huge improvement for those who want to move between
lessons without fast forward or rewind. Each lesson is an individual chapter which may be accessed from the menu.
The popular Extra Practice Sheets have been incorporated into the Student text. Each lesson has 3 Lesson Practice pages which
focus exclusively on the new topic. Then there are 3 Systematic Review pages which cover the new topic as well as previously
learned material. There is a test for each lesson.
The test in each lesson covers the new material in that lesson, as well as review material from previous lessons. Concepts
included in each test have been practiced in the lesson pages just completed.
There are also four unit tests in each book. These come at different places depending on where the material divides naturally.
Review topics are also included in the unit tests. The final exam at the end of the book focuses completely on the topics
presented in that book.
Every book has word problems. At the lower levels, parents/teachers will need to read the problems to the student(s). These
are integrated throughout the student text. The word problems on the Lesson Practice pages are taken from the new concept
presented in that lesson. Word problems on the Systematic Review pages cover subjects from other lessons and books. These
may include 2 or 3 step word problems.
Tables, glossary, and index have been also been added to each teacher manual. Review topics are included in the index with
the page number in the student book where they appear.
Quick review segments are now found throughout the Student Text in the Systematic Review pages. These provide instruction
of important previously learned concepts.
The most detailed solutions in the Teacher Manual are given for new concepts. For word problems we gave the procedure for
finding the answer, even if not all the arithmetic was shown. We also added notes to the answer keys to reassure parents when
answers could be given in different ways.
In addition to all of these improvements, the Primer through Pre-Algebra curricula were written simultaneously. This means
they all have the same format, the same fonts, and a cleaner look. So while the content has been improved, so has the layout.
The flow of concepts among all the books has also been significantly enhanced. The classic books were written at 2-3 year
intervals and were somewhat disjointed. All of these 8 books were laid out concurrently. New concepts are systematically introduced
and the progression of topics taught and reviewed is an integrated whole.
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4. How do students score on achievement tests?
We have wonderful letters from individuals and teachers who have used
the program and have had excellent results. We don't keep track of test
results, or teach to the test, though. Most curricula are based around
tests. As achievement tests change so the curricula. We believe this
is the tail wagging the dog! Math·U·See presents math in
a logical sequence regardless of the latest standardized test. Because
of this, there will be times when Math·U·See students won't
score as well because we haven't followed the tests' sequence. But in
the long run, MUS kids will be much better off because they will not
only know how to do math, they will understand it as well.
For more on this subject, you can download documents with comments from Steve Demme, or comments
from Lisa Angle.
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5. How do I decide where to place my student?
Look at the list of concepts covered in each book on the curriculum page. If your student has mastered the concepts
in a particular level, begin at the next level. There are placement tests on this web site which cover the general
concepts contained in each level. These will be a good indicator, along
with your assessment of the student's understanding of concepts, of where
to place the student. Remember, the goal of Math·U·See
is for concept understanding. Reviewing with success is far better than
the advancing with frustration and tears! If you still have questions,
contact your local Rep for advice.
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6. How do I get an older student started in MUS?
Look at the answer to question 5 for tips on placement. If you have purchased
Math·U·See for a younger student, encourage the older student
to watch the video and become familiar with the manipulatives at that
level before beginning another level. You might also consider getting
the classic Math·U·See video for a previous level in order
to review. It is very important that you do not skip concepts at the
earlier levels, as math is a sequential subject that builds on concepts
previously mastered.
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7. Can an older student watch the video and teach himself?
While it is a good thing to have someone help the student while learning
upper level math (two are better than one), many students will be able
to teach themselves with the aid of the DVD/Video and Teacher Manual.
In fact it is a positive thing to encourage self study in the high school
years, as it is excellent preparation if your student is planning on
attending college or any further education. So while we generally encourage
teacher/parent participation in the Math·U·See program,
we do recognize that students have been successfully learning the upper
levels of Math·U·See on their own for years.
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8. What do I need for each level?
Each level requires: Teacher Pack, Student Kit and the appropriate manipulatives.
Primer through Algebra 1 use the standard manipulative blocks or "starter
set". If you are starting in Epsilon, you do not need to purchase the
blocks until the next level. Epsilon uses the fraction overlays. The
algebra/decimal inserts are needed for Zeta, Pre-Algebra and Algebra
1. Completer blocks, and the Skip Count Cassette or CD are helpful but
optional.
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9. Must I buy the video/DVD?
The Teacher Manual and video/DVD for each level are now sold as sets.
The key to Math·U·See is having the teacher understand
the concepts in order to be able to teach them. On the video/DVD Steve
Demme demonstrates the teaching of the concepts with the manipulatives
so the teacher in turn may demonstrate to the student, the new math concept
to be learned. An aim of Math·U·See is to train and equip
teachers. The videos are the primary method of accomplishing this.
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10. Are the blocks only for younger students?
No they are used up through the Algebra 1 level. The blocks are a visual
illustration of the abstract numbers or letters on the page, therefore,
every student benefits from using the manipulatives.
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11. Do I need one or two sets of blocks and how do the sets fit
together?
The starter manipulative set has 4 of each of the unit pieces plus 20
tens and 24 units. This is to allow the student to be able to do the
maximum amount of problems with the blocks while keeping the set inexpensive.
The completer set contains 6 each of the two, three, four, six, seven,
eight, nine, and one hundred pieces, plus 10 fives, 10 tens, and 16 units.
The two sets together allow the student to have at least 10 of each piece.
At the Primer, Alpha and Beta levels the student will be making a Math·U·See "block
clock" to help him comprehend telling time. With a little creativity
you can build the clock with one set, but the extra fives make a nicer
clock. Also, when doing larger problems, it is convenient, but not necessary,
to have more blocks.
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12. Can I still order the classic Math·U·See curriculum?
Yes. Math·U·See is committed to keeping the classic curriculum
available. Contact your local Representative for more information.
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13. What is the classic Math·U·See curriculum?
The classic curriculum refers to the older series of math books entitled, "Introduction, Foundations, Intermediate, and Advanced". More on this topic
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14. What do the names of the new books mean?
They are the first six letters of the Greek alphabet. You will be using
some of these letters in higher level math.
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15. Can a student start Algebra 1 without having
previously used Math·U·See?
It is possible to use Algebra 1 without completing the earlier levels
of Math·U·See. If the student has successfully completed
another pre-algebra text he should be fine in the MUS Algebra 1.
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16. How high does Math·U·See go?
PreCalculus.
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17. How do I place an order?
You can print or submit an Order Form off
this web site or call your Local Representative.
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18. How do I find my Math·U·See representative?
Check the Representative page on this
web site, or call 1-888-854-MATH (6284).
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19. Are there special offers or discounts for large orders?
Math·U·See offers an excellent value for a video/DVD based
curriculum We strive to keep our prices reasonable, but do not have any
special offers or discounts.
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20. Do we sell used Math·U·See books?
No. Check the Internet for used curriculum or at used curriculum fairs.
We recommend that you take a look at our buyers and sellers guide before purchasing used curriculum.
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21. What about Cathy Duffy's comments in her book "100 Top Picks for
Homeschool Curriculum"?
Click here to see Steve Demme's comments.
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22. What is the name of the background music on the menus in the DVDs?
The music comes from The Music Bakery and is called Regal Baroque. It is a composition written by the president
Jack Waldenmaier.
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23. What is the correct order for the upper-level math courses?
(More on this topic) Algebra 1 is the first book to be done in the upper level sequence, as it is a prerequisite for both Geometry and Algebra 2. After
you have completed Algebra 1, you can proceed to Geometry or Algebra 2. In the Math·U·See program we have opted for taking Geometry
next for the following reasons:
In our Geometry Curriculum, we focus on measuring the earth (Geo-earth, Metry-measure) by learning lines, angles, planes, area, perimeter,
volume, surface area, and Pythagorean Theorem first. In the last third of the book we study postulates, theorems, and proofs. This
approach differs from many curricula, which spend most of the class on abstract proofs, instead of concrete formulas for measuring
the earth. I believe simple maturation of a student helps them learn abstract concepts better. So I put concrete subject matter in
the beginning of the book, then proofs at the end, and we follow this pattern by studying Algebra 2 next. Algebra 2 is much more abstract
than Algebra 1, particularly in Math·U·See where we are still using manipulatives in Algebra 1.
And, lest a student forget what they learned in Algebra 1, we have sprinkled Algebra 1 review lessons systematically throughout Geometry.
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24. How Does Math·U·See Work in a Coop Setting?
Click here to see Steve Demme's comments.
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