RF> is Mental.  If you give him a problem, he can not explain how you get
 RF> there, nor does he really understand the concept 
 RF> involved.  My question is
 RF> shouldn't they make sure the child not only knows 
 RF> how to do the problem, but
 RF> understand all that is involved with it?  He is 
 RF> still practicing Multiplication
 RF> because he never really understood the concepts of what he was doing.
Since you are new here, I might let you know that there are quite a few math 
teachers here as well as us generalists (like me).  One thing I have 
mentioned that is a problem with math instruction is that there are too many 
concepts to be covered in each year so the students learn too little about 
too much and never master concepts fully.  Since postings are no more than 
5-10 posts per day, maybe you can review old postings.
 
On ABC's evening news, the book for a Japanese math course was shown and 
compared to a U.S. book. The Japanese book looked like it had about 80-100 
pages to the U.S. book's 300+ pages.
 
 RF> Both teachers of these kids knew there definetly 
 RF> was a learning problem, but
 RF> the school district did not listen, and of course, 
 RF> they would not argue for
 RF> fear of their jobs (this had been told to me).
One positive aspect of having tenure is to be able to confront administrators 
who are in a district to serve their own needs, not those of the kids.  Too 
bad that happened--perhaps finding out who is in control of the federal 
programs in the district would help.  Pressure can be applied there by 
parents and teachers.  Again, this would depend upon the structure of the 
district's special ed program.
 
I wish you the best while you work with your children.
--- Maximus 2.02
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