Czacza, I use it for arithmetic. I teach multiple ages (6-9 usually) and the books build from manipulatives to pitures, to representations (drawings of blocks, bars, etc) to written numbers. It is very easy to tell when a student gets one level and is ready to move on - you can see them do it. I haven't used it for other math strands.

I am intrigued, too, czacza. I once went to a session on SM and problem solving while at a conference. It was amazing what problems early elem kids could do!

Not a fan of it. Been using it for several years now. Yes, some of the expectations of student work are demanding and rigorous (which is good), but it does not cover all grade-level expectations. I had to supplement 1/3rd of the math curriculum with my own materials. Another drawback of Singapore Math is its lousy spiraling. Only at the end of the units do children get the opportunity to practice previously learned skills and concepts. In fourth grade, for example, there is a unit on fractions that lasts about three months, so you get an idea how much students lose out on retaining other math skills. I'd say Singapore Math is more of a benefit for the primary grades than the intermediate ones. Probably the best thing going for it is its multiple strategies to learn adding, subtracting, multiplying, and dividing. For differentiation, nothing beats Singapore Math in that area.

I use portions of it-like the model drawing. My kids do love this! Again, it is about the WHY it works, not HOW it works!

My new school uses it. I will be trained on it during the first two weeks before kids return. As of yet, I really don't know anything about it. I know the school switched all of elementary to it at once and then wished they had started with the lowest grade first, and then added the next grade each year. I am excited to learn about it.

I've used it to homeschool two boys and tutor five other students. I agree in that you do need to supplement some things as it doesn't cover everything. However, I loved their mental math component and model drawing. It is rigorous and demanding (which is one reason why so many parents from this school sought a tutor... good for me). But the growth the kids made were huge.

There is a California edition that covers our state standards. The other choice is a US option (surely there must be a Texas version, too). Be sure to get the US version.

Has anyone taught math using this method in high school without the kids having learned it in elementary school? I'm thinking this would be difficult for older students if they aren't exposed to this type of thinking earlier on. I could see how it could be used to model algebra word problems but then it seems awfully time consuming to do it this way for every problem. I would probably use it as a model so that students understand why and then teach a more efficient method using variables.

I don't know about HS, but the school I am starting this year had all elementary make the jump into Singapore at once. They found it was confusing for the older ones. If they had started it at the lowest grade, and then added the next grade each following year, until all of elementary was using it, they felt it would have been easier for those kids. I think a lot of it is also that they use different terms. Like I said, this is only what I have heard. I will officiall train on Singapore math in a week or two.

I've never used it, but I've only heard good things about it. We're going to be implementing some Math In Focus this year which is supposed to be similar. Unfortunately our main program will remain as Everyday Math. We didn't have good enough math scores to chose our own program according to the powers that be in the department of education. (Hmm did they ever consider our math scores might have something to do with the program we're using?)

Our new math curriculum and materials will be using selected parts. Fourth and fifth grade teachers were trained on model drawing last year, and I loved it!