The RightStart™ Mathematics curriculum was developed as part of Dr. Joan A. Cotter's doctoral dissertation and was originally developed for a classroom environment. The curriculum uses the Common Core State Standards as a base minimum. Sample lessons, table of contents, and objectives are available below.
This unique hands-on program de-emphasizes counting, uses visualization of quantities, and provides strategies (visual pictures) for learning the facts. Understanding and problem solving are emphasized throughout the curriculum.
The primary learning tool is the AL Abacus, a specially designed two-sided abacus that is both kinesthetic and visual. The AL Abacus is grouped in fives and tens for quick recognition of quantities. Children develop visual strategies as they use this manipulative. The back side of the AL Abacus teaches place value to the thousands.
Practice is provided with math card games, minimizing review worksheets and eliminating stressful flash cards. These games provide interesting and varied repetition that is needed for the automatic responses to the facts. More importantly, these games provide an application for new information and create hours of fun learning math facts and concepts.
We provide professional development for teachers as well as informational parent meetings.
NEWS RELEASE: Riikka Mononen and others from the University of Helsinki did a pilot study in Finland using RightStart™ Mathematics with children having specific language impairment (SLI). The article in the peer-reviewed journal, Research in Developmental Disability, The Effects Of RightStart™ Mathematics Instruction On Early Numeracy Skills Of Children With Specific Language Impairment, was published in May 2014.
The abstract states the children "...received RS [RightStart™ Mathematics] instruction two to three times a week for 40 min over seven months, which replaced their business-as-usual mathematics instruction.... The children with SLI began kindergarten with significantly weaker early numeracy skills compared to their peers. Immediately after the instruction phase, there was no significant difference between the groups in counting skills." The complete article is available here.
The Journal of Early Childhood Education Research also has the study available in full for review.