We followed Glenn Doman's guidelines regarding the math program, almost to the letter. We did numerals through dots (1-100) and used them to teach multiplication, division, addition, and subtraction. We taught square roots. Timothy most certainly learned - he could pick 47 or 92 out of a pile, and he could answer questions immediately that I had to use a calculator to double-check.
He was never able to VERBALIZE the answer, though. I can ask him "What's 10 plus 24?" and he'll just make something up, like 2.
Plus, he's not showing much interest in math dots. He just doesn't want to do the dots. He likes to count and he likes to play with patterning cubes and he likes to do a balance, but he just doesn't care about the dot cards.
What bothers us, a bit, is that he can verbalize all of the other things he's learned. We can ask him "Who was the second president - Adams or Washington?" and hold up pictures and he'll both say the right answer and touch the right answer. Bits and reading he can remember and verbally recall, but not so much with math.
As we start our new curriculum next month, we're trying to figure out what to do with dots. MFW (My Father's World) teaches counting and numerals to 100, but we'd still like to reinforce the dots (especially since I don't think a child could just forget something he learned that quickly). Perhaps Timothy is just not interested but he still knows it.
So we're going to ease up on the math program a bit and just focus on one number a day and then corresponding equations with that number. One thing I'm really going to work on is the verbalization - "today we're talking about 23. Say twenty-three!!"
If it works, then that's good. If it doesn't work, it seems like he's still good at traditional two-year-old math (he can do patterning, he can count to 20, he understands greater than and less than) and no harm was done.
This is the first time we've been a bit frustrated with Doman, though. I've read of so many parents who do the full math program and their child excels and then just suddenly "loses" the math ability...how does that happen? Why does that happen? It seems like they really need to do more research in this area.
I am 100% convinced that at 11 months old Timothy knew the answer to 24+54-21, but now he acts like he doesn't. I don't know if he's not interested or if he's going through a phase or if he legitimately doesn't know.