How to Teach Your Child Math: Glenn Doman’s Dot Method

November 1, 2007 — Alenka | Posted in Math, Teach Your Child. 95 Comments »

• Dot method?! What is it.

• Does it really work?

• Basic rules of teaching

• FAQ

• Steps

• Resources: where do I get the materials

Dot method?! What is it?

Out of all the methods by Glenn Doman, his approach to learning math is the most… surprising. We are used

to recitals of sequence of numbers (1, 2, 3…), then simple counting, then long and difficult process of

weaning off counting fingers and teaching kids to do it in their minds.

Glen Doman believes that there is no need for this long and difficult process. According to the research that

was conducted in the Institutes of Achieving Human Potential, children are born with an ability to discern

quantity of objects by sight. Remember Rainman? Looking at a hundreds of toothpicks and saying their

exact number without counting. Apparently all the kids are able to do it and lose this amazing ability if we

don’t help them develop it. In order to do it, Glen Doman suggests using large flash cards with dots (hence

– Dot Method), increasing the number of random dots on the cards gradually, getting children accustomed

first to quantities, then to equasions with those quantities, and finally even with algebraic sequences,

sophisticated equations and even inequalities. Since children get used to doing equations with dots

(quantities) instead of numbers (meaningless symbols!), they learn to UNDERSTAND problem solving in

math, as opposed to memorizing the formulas to get to the correct answer of the problem. Once children go

through this introductory concept of quantities, normal numbers are finally introduced and tiny children

continue enjoying sophisticated equations in the more traditional for us way:

127+12-66*2=…

For the details and further proof, please read How to Teach Your Baby Math by

Glen Doman. Once you are familiar with the method, you can find brief summary of steps to help you stay

on track and further resources.

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Does it really work?

First of all, check this article at WordsBestEducation: The Math Mystery. In this article the bloger describes

her own quest for understanding on how the math program works for the kids, how successful it is and what

are the reasonable expectations. Elizabeth, the author of the article, cites a phone conversation with IAHP

institutes where they answered many of her questions, and then shares her own suggestions on how to

make this program successful.

My personal opinion is that, as with any learning system, it depends on a child. And a parent. The book

dedicates an entire chapter for testimonials from parents who used this system. TeachYourBabyToRead

group contains quite a number of parents who’ve used this system with a great success. There is also a

great number of kids who went through the entire program without astonishing results. To each his own, but

I am sure that the time they spent on trying to learn math this way was not waisted anyway: their visual

pathway is definitely a lot more developed and they’ve spent a lot of quality (and fun!) time with their

parents – what can be more rewarding? Besides, who knows, may be this knowledge will surface in a future,

giving them boost in understanding of math in school and college.

Thanks to Laurie Tiemens for this important point: “I would like to add another important benefit. More

brain pathways are being wired into your child’s brain thereby increasing their ease of learning anything.”

The greatest encouragement for me is my own husband. Even without any dot system, or Rainman’s

disorders, he managed to retain this amazing ability: if you show him a card with 98 dots, he knows that

there are 98 dots without counting! Number of grapes on a plate, or people in the room – he is never

mistaken by more then 2. And, yes, he’s been taking special classes for kids gifted in math for years. So,

why not help our kids to enjoy this amazing science?!

To read about other’s experiences with the program, or to share yours, scroll down to our Comments

section! Looking forward to hear from you!

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Basic Rules of Teaching

1. Begin as early as possible

 2. Be joyous at all times

3. Respect your child

4. Teach only when you and your child are happy.

5. Stop before your child wants to stop.

6. Show materials quickly.

7. Introduce new materials often.

8. Do your program consistently.

9. Prepare your materials carefully and stay ahead.

10. Remember the Fail-Safe- Law:

If you aren’t having a wonderful time and your child isn’t having a wonderful time – stop.

You are doing something wrong.

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FAQ
 See more in Glenn Doman’s method’s FAQ and see Comments below for some personal experiences with

math program by other parents.

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Steps

1. Zero Step (for newborns – kids under 3 months old, all other kids should start at the First

Step) – dot cards that are very-very large: 15″x15″, with black, very bold dots 1.5″ in diameter.

Begin with one card, show it for 10-15 seconds and hold it absolutely still to give him a chance to

focus on it. On a first day show “one” dot card 10 times, on second show “two” dot card 10 times;

proceed for 7 days with different cards 10 times each day. Repeat for the following two weeks: so, for

the first three weeks you show “one” dot on Mondays, “two” on Tuesdays… On week 4: chose dot

cards 8-14 and cycle each of them 10 times a day for the following three weeks (card “eight” on

Mondays, card “nine” on Tuesdays, etc.) Continue with this pattern until tiny infant is seeing detail

consistently and easily (around twelve weeks or later). Chose the correct time of the day: when the

baby is in a good mood. Once you realize your infant can see the detail clearly, proceed to step one.

2. First Step – Quantity Recognition

Teaching your child to to perceive actual numbers, which are true value of numerals – 5 dot cards 1-

100. 2 sets of 5 cards each, three times a day each set.

3. Second Step – Equations

Start after you’ve showed first 20 cards for First Step.

Don’t test, continue introducing new quantities, i.e. dot cards, (until you reach 100), and add

sessions with simple equations: 2+2=4, 5+11=16. Avoid predictable equations: 1+2=3; 1+3=4;

1+4=5. After two weeks of different addition equations, do subtractions, followed by multiplication

and division (at two week intervals of 3 sessions of equations per day).

4. Third Step – Problem Solving

You have completed First Step (showing dot cards), and First Step (simple Equations).

Progress onto more sophisticated three step equations, e.g: 2×2x3=12.

“You are still extraordinary giving and completely non-demanding” (GD, Math, p. 125)- you haven’t

done any testing. “The Purpose of problem-solving opportunity is for a the child to be able to

demonstrate what he knows if he wishes to do so. It is exactly the opposite of the test.” (GD, Math,

p. 126). You can do it at the end of the session.

o Hold two cards and ask where is 22 (always offer options!)

“This is a good opportunity for a baby to look at or touch teh card if he wishes to do so.” If he

does, make a big fuss. If he doesn’t, simply say, “This is 32″ and, “This is fifteen.” (GD, Math, p.

127).

o Give a simple equation and then hold two dot cards for him to chose the result of the

equation. Again, always offer options, and if your child doesn’t want to show a card, simply and

upbeat say it yourself.

After a few weeks of these equations, make them even more fun: combine addition and subtraction,

multiplication and division, but don’t mix the pairs e.g. 40+15-30=25, not 4+2*7.

After a few weeks, add another term to the equations: 56+20-4-4=68.

You can further progress onto:

1. Sequences
2. Greater then and less then
3. Equalities and inequalities
4. Number personality
5. Fractions
6. Simple algebra
2. Fourth Step – Numeral Recognition

11×11 poster board with numerals written in large, red, felt-tipped marker: 6″ tall by 3″ wide.

Combine numbers with dots: 12 greater then dot card of 7; dot card of 12=12 (number)

3. Fifth Step – Equations with numerals

Make 18″x4″ poster board cards for equations with numerals: 25+5=30; 115×3x2×5 not equals

2,500; 458 divided by 2 minus 229.