###### Disclosure

#### Math Hunt

#### Two Programs I decided to Try

#### TouchMath(TM) describes themselves as:

*“TouchMath is a multisensory program that uses its signature TouchPoints to engage students of all abilities and learning styles.*

Our award-winning, step-by-step approach covers: Counting • Addition • Subtraction • Place Value • Multiplication • Division • Time • Money • Fractions • Story Problems • Shapes • Sizes • Pre-algebra”

Our award-winning, step-by-step approach covers: Counting • Addition • Subtraction • Place Value • Multiplication • Division • Time • Money • Fractions • Story Problems • Shapes • Sizes • Pre-algebra”

#### Jones Geniuses(JG) describes their program as:

*“Jones Geniuses Accelerated Education is the number one provider of accelerated learning math curriculum for homeschoolers, after-schoolers, and their families. We operate under The Institute for Accelerated Learning, Inc., a 501 (c) (3) non-profit corporation with headquarters in Kerrville, Texas”*

#### Dot Systems

#### Jones Geniuses

#### Not What I Expected

#### Overwhelming

#### Tears, Tears & More Tears

#### On The Hunt Again For The Perfect Math Program

*Our Matrix is a dramatic improvement on Touch …in a nutshell, ours is simpler to understand. Touch is too abstract for the younger brain to understand.”*

#### TouchMath

#### Math Magic?

#### Amazing Customer Service

* “**According to our records, you have purchased and registered our TouchMath Tutor Kindergarten Software. We will soon begin production on an updated version, and because you are users of the current product, we want to give you the opportunity to help with the process! *

Please take a moment to complete a very brief survey and give us your feedback. By sharing your thoughts, you will receive a FREE copy of the updated software when it’s released later this year!

The survey will close on January 21, 2011.”

#### Price Point

**UPDATE October 2018:**Since this article was originally posted TouchMath has created some more affordable options for homeschool families. These products’ copyright only allows you to use them with your household, but they are significantly cheaper.

#### How To Make Jones Geniuses Work For Younger Children

#### TouchMath For The Win

~*~*~*~*~*~*~*~*~*~*~*~*

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We enjoy Touch Math here as well. I’m finding I may need to get it for my 11yr old because she is struggling with math this year. Sigh. I think this will definitely do the trick for her though. I know it will.

Please go to the DotMath for kids web site and look under the copyright tab. You will find that BOTH these programs are in violation of the copyright law and the rules of my web site. I own the copyright for the dots on top of the number from 1966. I am informing you at this time that you must stop using the dots on top of the number symbol and you must give credit for dot math to the ?DotMath for kids” web site and Owen Prince. You need to stop using these programs now before you do damage to your and your families ability to do math.

You will see that my last version of dot math I made in 1995 has the dice dots off the numbers because I found that the dots on top of the numbers can do harm to a persons ability to do math.

The number 6 to 9 in TchMath have dots with circles around the dot and the child is told the circle represents a second dot. This is very bad because a circle in math represents a group. The children need to have math that helps prepare them for higher grade math. They will need to be able to understand venn diagrams -when you put more than one dot in a circle to show (one group of two dots) and then add that to (one group of four dots) in another circle. Students should be able to overlap two circle to show how one set of dots can be in both groups.

Please do not put the dots on top of the number. These people who charge you large amounts of money are only interested in the large amount of money they can get from you. You can get the DotMath for kids dice charts from my web site for FREE. and the lesson plans DVD cost less than one chart in touch math. Jones matrix math site is almost impossible to get to and when you do all he shows is the cover of some math book. He does not give out even one sample and if he does I will file a complaint against him under the copyright law.

Owen Prince

copyright owner

dot math 1966

DotMath for kids 1995

Mr. Prince, the gentleman who crafted the previous comment, had a poorly created children’s workbook many years ago with his version of dots on and around numbers. Mr. Prince copyrighted his book, as anyone can put dots on numbers and copyright pages, but it is not possible to copyright the idea of dots on numbers. The dots Mr. Prince created were in patterns completely different than TouchMath and were inefficient and awkward for learner usage. His work lacked enough repetition for students to succeed and was not sufficiently scaffolded to help students make successful steps. He has changed his work several times over the years (random “dot” placement, domino patterns, and now a new “dot” placement) in an effort to make his program successful.

TouchMath was researched with children and teachers before it ever went to print, thus the need to change the patterns has been unnecessary.

TouchMath has been developed into a complete program with all of the necessary components to meet the Common Core State Standards Pre-K through second grade. For nearly 40 years, TouchMath has benefited millions of students and educators in thousands of school districts in the United States and around the world. Our global presence reaches schools in 14 foreign countries

As to Mr. Prince’s comments about venn diagrams, TouchMath prepares students for exactly that skill and it does not interfere with student progress in later math –– in that, or any other area.

TouchMath

http://www.touchmath.com

To the TouchMath person:

In your comment you have agreed with me that I created a children’s workbook

many years ago. 1966 is long before touch math so I was first with this

idea and have had many years to become the leading expert on this. Thank you.

You claim my patterns are completely different than what you use in touch

math (this is very easy to prove false as you have the same patterns for the

numbers 1 to 5 as my 1966 dot math). You claim my patterns were inefficient

and awkward . I agree the dots on top of the number are inefficient and

awkward. This was only one of the problems with the dots on top of the number symbol as there are many more. That is why I changed it to have the dots

off the number symbol because I do not want to do any harm to childrens

ability to do math. I agree that your TouchMath patterns for the 6, 7 8,

and 9 are completely different than dot math. I have always had dots and

just dots because it is important to be consistent with children when

teaching these concepts. These are very different than my dotmath -in fact

they are opposite to my dot math so I have no problem with your copyright on the dots and circles.

I disagree with the concept of dots in circles on the number symbol because

I have people asking me for help because they feel the dots and circles have

hurt their ability to do math. I ask children to explain your touch math to

me. They think they can add 1 circle and 1 dot to get 2. I ask them if

the total is two dots or 2 circles. All the children I talk to find the

6, 7, 8, and 9 hard to understand. Children see what is there and not what

you want them to see or think they should see. Even on You tube the child

doing the example points out how strange the 6, 7,8 and 9 are in the touch

math. All the teachers I know who teach grade 7 and up hate that the

students were taught touch math because they are too slow counting dots

and circles to keep up to the other students. The teacher does not have

the time to teach grade one math in grade 9.

You claim my work lacks enough repetition for students to succeed. You make

this claim but you do not know what you are talking about. You seem to make

claims that I can prove wrong. The “DotMath for kids” system has full page

sheets that can be printed and covered in clear plastic so the student can

reuse the lesson page as many times as needed to learn the material. The

pages can also be printed out as many times as needed. A three year old

girl colored and used up three FUN BOOKS in a very short time. She loved

dot math so much she would line up her stuffed animals on her bed at night

and teach them Owens DotMath. The students get a lot of repetition because

it is so fun that they want to keep working on it. It was the children

who named my book The Fun Book so I changed the name of the book to

what they wanted.

You said: “He has changed his work several times over the years

(random “dot” placement, domino patterns, and now a new “dot” placement)

in an effort to make his program successful. You agree that I have multiple versions and have a copyright on them. You agree that my program is

successful and that I have made a great effort to make sure the dot math

program is successful and correct. Thank you.

Owen Prince

To Touch Math:

You said: TouchMath was researched with children and teachers (elementary teachers not high school teachers). A 5 or 6 week test trial to show that students were able to remember the patterns a few months after the test trial was over will show a memory improvement if that is the only thing you are testing for.

The 40 years you talk about is the real test. There are students who can’t get into college because they are stuck on the dots and circles and can’t pass the math entrance exam. A girl at a food store was to give me $15 in change. She gave me 2 five dollar bills. She was unable to figure out how to give me $15 in change. I asked her if she had been taught touch math in school and she said that she had been taught touch math and that she was unable to figure out math without touching the dots.

You said: TouchMath has been developed into a complete program. You were very negative about the fact that I worked on dotmath for many years to develop and improve on my system yet you now want to claim touchmath has been developed. I know you have worked on it for a long time.

The foundation of a building must be correct or it will not stand the test of time. The same is true of math. The dots on top of the number symbol are a failed foundation and it does not stand the test of time so my Dotmath for kids is 40 years ahead of touch math. If you do the same old thing you get the same old resualts.

You said you have a global presence in 14 countries. You are a corporation and everyone knows that the bottom line for a corporation is how big a profit the corporation can increase every year. I understand that when you have so much invested in your corporation that no one wants to rock the boat. In 1995 I saw teachers go to your web site for help and they were told they were not good teachers because they could not figure out how to make touch math work. Your blamed the teacher instead of thinking there could be something wrong with the touch math- hence no need to fix any problems with touch math they were just bad teachers.

You said: about venn diagrams, TouchMath prepares students for exactly that skill and it does not interfere with student progress in later math –– in that, or any other area.

Please show the lesson plan that explains how a student can go from touch math-

were the value of the circle is = to a dot to explain that a circle is a group that you put elements into to show common elements in both groups ( a venn diagram)

Please show the lesson plan to explain how touch math helps students understand the grade 12 unit circle for grade 6 students.

Please show the lesson plan to explain how every number is a calculator to help students learn to combine number symbols 6 + 7 = 13 and not just count every dot.

Please show the lesson plan to explain how digital numbers are true numbers because the symbol is equal to its value.

The “Dotmath for kids” system does this and much, much more.

Owen Prince

You said that my work book was poorly created. The graphic line work is accurate to 1/1000 of an inch. That means you can print out the rules and use them to measure with. The Fun Book

is black and white so the children can color it to make it more personal for them. They then use their very own Fun Book as a lesson book. No one to this day has been able to draw my charts to the high quality standard that I have so your comment about poorly created sounds like your sour grapes to me. Feel free to try and draw a copy of my ruler chart. I think you would soon learn what poorly created looks like because it is not as easy working to 1/1000 of an inch as you might think.

I think a debate is what this person wanted here to give people a choice.

Jones Genuises Vs TouchMath. The “DotMath for kids” was overlooked because it is not a corporation and is not as well known- even though it was first, best and less expensive.

To sum up we have agreed on many things and agreed to disagree on other things because of different points of view. I am the expert on Dot Math.

I am not please with Jones Geniuses system at all. His dots are a complete copy of my early dot math system. He did not do any research at all or he would have found my web site and known that this has already been done and it failed. He points out that the dots on the numbers he has are far better than touch math as he has seen improvement over touch math with it. Do you really want someone teaching your child math who has not even done enough reseach to type the words “dot math” into a google search box?

PLAGIARIZE:

: to steal and pass off (the ideas or words of another) as one’s own : use (another’s production) without crediting the source

Jones System matrix is a copy of all the dots in the same location as my dot math to sell for money without crediting the source as if it was his idea. If you copy 99% of someone’s work and pass it off as your own to sell then it is a copyright infringement. It does not matter if you copy it with a pen, pencil, a crayon or computer.

If Mr. Jones used boxes and x’s in different locations that is an idea that is different enough to be his. But he didn’t do that. (it’s not his)

Touch math used dots and circles in different locations so that is a different “idea” both in context and content so is an original work and idea.

Owen Prince

To the parents:

You have heard from us and we have our different points of view and we each feel that we have the best system to help you teach math to your children. Your children’s future is at stake here so if you choose wrong you will have to live with that. I did some research for you as I know most of you do not have the time to find out what the teachers on the front lines have to say about touch math. University level – not elementary grade teachers who are also addicted to the dots on the numbers.

You said: Touch math does not interfere with student progress in later math

Lets see what the university math specialist has to say about this. Her name is

Angela G. Angrews and I give her full credit. You can find her comments under

The Potential Dangers of Teaching The Touch Math system

She is the pre-service university instructor of math methods

The Potential Dangers of Teaching

The Touch Math™ System of Computation

By Angela G. Andrews

What is Touch Math™?

“Touch Math ™” is a system of assigning a touch point to each number. The number 1

has one touch point; the number 2 has 2 touch points, etc.

Students are taught to touch these points and count them to get an answer. Later students

are taught a series of rules for using touch points to obtain answers to problems involving

the operations of addition, subtraction, multiplication and division.

Where did Touch Math ™ come from?

Touch Math ™ was originally developed to teach cognitively challenged adults how to

perform basic operations of additions, subtraction, multiplication and division. These

students, who found memorizing the facts to be extremely difficult, were given an

acceptable process for arriving at the correct answers needed to pay for small purchases

or receiving correct change. Some LD teachers picked it up and began to teach it to their

students. When LD students were able to compute more accurately and quickly than

their “regular” education counterparts in the classroom, some classroom teachers began

to teach it. Because it produces quick, accurate answers, teachers are often enthusiastic

about the system. They don’t have to worry about their students knowing their basic

facts, and their students perform well on timed tests.

The Potential Dangers of Teaching

The Touch Math™ System of Computation

By Angela G. Andrews

Why is it harmful?

Although it is certainly true that students who use the touch point system arrive at

accurate answers quickly, the use of Touch Math™ and it underlying philosophy goes

completely counter to the vision of the NCTM Principles and Standards for School

Mathematics. It is an artificial program, which encourages rote, mindless, “pencil

tapping”. The method forces students to think of numbers as discrete units, and, as a

result, it inhibits understanding of place value concepts. It is rule bound, and teacher

lead

. There are no strategies taught – only rules remembered. In this sense, it is a giant

leap backward and puts the student, says Bob Wright of Southern Cross University,

founder of Math Recovery, “on the path to nowhere. Touch Math™ forces the child to

solve addition and subtraction problems by counting on or back, when even those

students who qualify for and receive intervention services are capable of leaving first

grade exhibiting much more sophisticated non-counting behaviors.”

Why is using touch points any different than using manipulatives?

An argument used to support using Touch Math™ is that it is like any manipulative that

is used to make connections to concepts then discarded when no longer necessary. This

argument is in error. First, touch points are not manipulatives, but rather arbitrary

symbols added to the numbers. Manipulatives are real concrete materials that are used to

help students make connections to abstract mathematical concepts. Dots on paper are

not real, nor are they concrete, but simply additional abstract markings. Students cannot

manipulate them in any way. They can only touch them on paper. Another problem with

Touch Math™ is that teachers who use this system are so impressed with the speed and

accuracy resulting from teaching this method that they tend not to see a need for

manipulatives. Instead, they replace cognitively valuable models that truly represent the

operations, with the pencil tapping Touch Math™ method.

Can’t I teach Touch Math™ along with other strategies?

With Touch Math™, the foundational concepts of addition, subtraction, multiplication

or division are ignored. The method ignores the student’s need to:

· Develop a visual image of how sets are joined and separated, grouped and shared.

· Develop non-counting strategies for adding and subtracting, such as partitioning,

using doubles, anchoring ten, using the commutative principle, etc.

· Develop strategies for doing mental mathematics. (Without visible “touch points”

children trained in this system have few options for solving mental problems.)

· Develop concepts of multiplication and division.

· Develop understanding of the distributive property of multiplication over

addition.

· Understand the relationship of numbers as defined by our base ten place value

system.

This technique bases computation on arbitrary rules rather than on the foundations of the

base ten number system. In fact, the authors of Touch Math™ state that they have no

intention to teach place value, which should, they say, be taught only after students

master computation skills. In reality, by the time students master the increasingly

complex Touch Math™ rules, they have little patience for learning to understand place

value.

· Think about numerals as representations of quantity. The number 38, for example is not thought

of as “almost 40”, which would be helpful for estimating an answer, or as 3 tens and 8, which

would be helpful for understanding place value concepts. Instead 38 is thought of as an 8 which

requires 8 taps and a 3 which required 3 taps.

The Touch Math™ system is comprised of a series of rules or contrived methods that

students must follow in order to get the correct answer. The teaching of such arbitrary

rules to get correct answers is harmful to children’s learning of arithmetic because the

rules go counter to children’s natural way of thinking. These rules “unteach” the intuitive

understanding that students have of place value, thereby depriving them of opportunities

to develop number sense. The history of computational procedures suggests that students

would understand algorithms better if they were allowed to go through a constructive

process. (Kamii) However this process is time consuming and requires cognitive effort

on the child’s part. Giving the child the option of “not thinking, just doing” is seductive,

especially for a teacher frustrated by students’ difficulties in understanding mathematics

or learning facts. However, it should not be considered by primary teachers. Forcing,

encouraging, or even allowing students to give up their own thinking and follow the rules

of Touch Math™ is harmful to children’s autonomy and separates students from their

own thought processes.

Won’t students discard this method when they become more proficient?

To be fair, this scenario is possible. To be truthful, all available evidence indicates that it

is not likely. Manipulatives or the natural finger counting strategies that young children

use are discarded when their use becomes unavailable or cumbersome to a child who has

internalized the concept with the help of such manipulatives, or who has learned noncount by one strategies, or math facts. On the other hand, “touch points” never become

too cumbersome, because using this system is quicker than thinking and always available.

Students who are addicted to Touch Math™ then have no incentive to either understand

math concepts or learn number facts. Touch Math™ becomes a “nasty addiction” which

has proven to be practically impossible to break.

Teachers all over the country tell horror stories about how difficult it is to break students of the “touchpoint” habit, and more importantly, how little number sense and place value understanding these students have.

Parents, who may be impressed initially with their child’s ability to compute so quickly

and accurately, are later alarmed when they realize the damage done to their children’s

mathematical health. As a pre-service university instructor of math methods, I observe

the crippling effects of Touch Math™ on students each term as they try to break this

tiresome habit and, at the same time, develop the missing number sense they know they

need to teach mathematics themselves. (Just recently an elementary school principal

confessed to me that she did not know the answer and had no other strategies to figure

out the answer to 9+5, except by using the touch point system she had been taught as a

child. She recognized how much she had been handicapped by this method and was

terrified that someone would find out her secret. )

At best, Touch Math™ is an unnecessary handicap to impose on those students who are

capable of building an understanding of mathematics, given adequate time and

experience. At worst, Touch Math™ fails to encourage strategic, logical, and

autonomous thinking, replacing it with a mechanical, non-thinking process, which will

not prepare our students for the challenges of the 21st century.

Teachers who are considering using Touch Math™ or who currently use this system are

urged to reflect on the following questions about the possible long term effects of

teaching Touch Math™:

· While Touch Math™ is easy to teach and easy to use, does it actually promote

mathematical understanding?

· Can I be assured that I am not “saddling” my students with a system that produces

quick, accurate answers in the short term, but has the potential for doing

permanent harm?

References:

Bullock, Jan, Sandy Pierce, Lyn Strand, And Kay Granine. Touch Math™ Teachers Manual. Colorado

Springs,Colo: TouchMath™ 1977-81

Flexer, Roberta and Naomi Rosenberger. “Beware of Tapping Pencils”. The Arithmetic Teacher. 34

(January, 87): 6-10.

Kramer, Terence and David A. Krug. “ A Rationale and Procedure For Teaching Addition.”

Educatio

Suydam, Marilyn N. “Research Report: Improving Multiplication Skills. The Arithmetic Teacher. 32

(March 1985): 52.

Wright, Bob. Math Recovery Leadership Conference Keynote Address. St. Johnsbury, VT. 2003.

http://domanandaba.blogspot.ca/2012/12/dear-owen-prince-worth-reading.html

Before you post again on my blog please read this Mr Prince

For anyone interested, TouchMath recently released a series of specifically-made homeschool programs that are perfect for implementation in a home environment. Feel free to learn more here http://www.touchmath.com/index.cfm?fuseaction=homeschool.welcome. Also in development for release in mid-2013 is a fun, educational series of apps to help students learn critical math concepts in a unique, hands-on format! On our website you will also find resources and information on the effectiveness of our methodology, a free teacher training DVD, downloadable research whitepapers, and testimonials from those in the education community who have seen the benefits of TouchMath through the years. Our Facebook page is another great resource for you to discuss the program with your peers, keep up-to-date on news and information, and take advantage of special offers and free downloads.

Finally, a very special thanks to Monique, and all the parents, homeschoolers, and educators who inspire their students to reach their potential each and every day! TouchMath is proud to play a role, however large or small, in helping you ensure ALL learners have the opportunity to find success in mathematics.

TouchMath does not teach number sense or encourage mathematical thinking in students. Getting the right answer is only a small part of mathematics, and using dots to understand numbers will not create mathematical thinkers. It amazes me that a company would promote such nonsense. Yes, some students who are unable to use any other strategy could benefit from this, but this would represent a small number of students. This should never be taught to an entire class. Why place limits on students? Why hold them back? Dots are abstract concepts. Dots do not encourage flexible thinking and strategies. There is no way that this supports the Common Core. It goes against every part of it.

Each to their own. My son tried many different programs and math would bring tears to his eyes. TouchMath helped him understand math. As a right brain learner, my son had to see what the numbers represented and after doing TouchMath at home, it has helped him succeed in his math classes at school. Frankly Common Core don’t impress me much. So if it goes against what my child with special needs needs to learn, I want nothing to do with it.