Hi Elizabeth,
i understand your need for clarification. I can remember teaching quantity from 1-20 prior to introducing equations which were taught whilst retiring and introducing new cards. Equations provided an opportunity to review old cards- I would hold up a card and state the quantity, remove the card and say plus, minus, etc, show the next card and state quantity etc.
Regarding the time scale - initially my children appeared to be able to identify quantity and i continued teaching quantity through to 100. At some stage i began to have doubts about their ability to recognize quantity (unfortunately i am unable to state when this happened) and postponed introducing numerals and numeric equations until a little later than suggested in the book. I continued with equations to maintain their interest and ensured that they saw cards each day- at this stage i was stating the equation and just showing the answer.
None of my children demonstrated an ability to perform rapid mental calculation. The numerals 1-100 were learned very quickly and i can remember presenting equations made from quantity and numerals. I also introduced the <, >, =, + etc and used these with the numeral and quantity cards. I spent a lot of time on equalities, inequalities and also covered basic Algebra, fractions and sequences. I wanted to continue showing quantity for as long as possible because the GD method had failed to work on my older daughters. I can also recall preparing and using equation with numeral cards.
I am unable to remember much more as all of this took place 8-16 years ago.
Babies are incredibly good at recognizing gestural cues and the only reliable way of determining whether the system has worked is to check once they are able to give a verbal response. There are instances of adults with an ability to recognize quantity but none used the GD method. This, of course, does not mean that the ability can be taught.
Has anyone else contacted the Institute to determine whether the ability to recognize quantity is retained?
Chris, Thank you so much for your response, I think I am starting to get an idea of the program that you conducted with your children, although I’m still putting all the pieces together trying to figure this thing out. I actually did finally get a call from Connie at the Institutes and our phone conversation was very enlightening. I am very glad that you motivated me to call and confirm some things with her! I recorded the conversation on tape but am still trying to transcribe it (I didn’t anticipate so much feedback from my cell phone and I can barely understand the stupid tape. Grr. :wacko: ) Anyhow I’ll finish transcribing the call and post it here in the forums. Thanks again for all your responses.
Somewhere along the thread, someone asked how to manage the cards that can be so cumbersome. I have an idea for you…
I keep my cards in a 3 ring binder inside page protectors (that way I do not 3 hole punch the cards and they maintain a bit better) I then place the 3 ring binder on my lap facing my baby. When I open the binder (one side of the binder against my stomach, the other on my lap)I can see the back of the page where the dot #number is, I am then able to quickly say the number and turn the page at the same time. Then I mix them up by simply opening the binder and I am ready to start again.
I can’t wait! thanks for that, Liz!
I can’t wait for that either Elizabith ! And also, I’d love to hear your comments after Chris answered all your questions as to why some children retain it and others don’t? 
Hello everyone, for a follow-up to a phone conversation I had with the Institutes for the Achievement of Human potential please see this new topic:
http://forum.brillkids.com/teaching-your-child-math/phone-conversation-with-the-iahp/
Hi everyone,
I am currently in week 3 of teaching my 5 month old son math. I have been following the schedule and now equations as set out by Domanmom (thank-you so much for this! I am looking forward to the updates on the website).
I have been finding that he is becoming progressively more disinterested in the dot cards (looks down, to the side, tries to talk to me, play with his clothes, plays with his feet etc…). Even when I do get his attention it seems like he is trying to look past the cards to see my face so I am not really sure if he is taking in any information. I have tried sitting him in a high chair, but he just wants to play with the little table or the buckle. I have tried laying him on his back on the floor which sometimes works, but most of the time he just rolls over.
When I tell him he is going to play the math game he gets very excited, smiles and makes really happy noises all the way through, but I just don’t know if he is taking anything in.
Has anyone else started the math program with a young baby? or does anyone have any suggestions?
This only seems to happen with the math program. Looking at words and books holds his attention for a lot longer.
Hi all,
I started my boy with Shichida Math using dot cards that are A4 size with smaller red dots when he turns 2. He was working well with that method an set of cards for a short while since it’s something totally new. However, when I found out abt GD maths, I love the method and so is my boy with a new set of GD maths dot cards…The program works wonderfully for him and helped him developed a deep love for maths for the past few yrs. He is 6 now and can do maths easily and understands any new concepts introduced to him without much efforts.
Cheers,
vian
thats really nice to hear. i am very happy as i teach my E this method
Thank you everyone for the excellent input - this forum is truly invaluable!
DomanMom, you are always so inspiring to me with the progress you made with your math program. With my son we got through quantity and also addition and he just never demonstrated any ability to recognize quantity or do addition. He just wasn’t into it the way he was into it the way he was into words (which he got right away). I have absolute faith in the Doman method though and will do the dots with my next child, in fact if I got a bit more time on my hands I might try working the program some more. I think our failure was due to my son’s lack of interest and the fact that when after addition he still seemed absolutely oblivious to quantity I gave up on the program. Part of the problem may be that I was forced to extend the program due to my very busy work schedule. ie we did one 5 cards a day and I wiated until I finishd all the dots to start addition because with words and encyclopedic knowledge I only had time for one math set 3x a day (not 2 math quantity sets and the equation set each 3x a day). So, I think that is why we failed. I feel bad I let my son down not giving him this wonderful gift, but I hope to still be able to nuture in him a love of math.
Dear DomanMom,
Anyone tell you that you are the Best! Thank-you for sharing your efforts with the rest of us who are committed, but need a little help and encouragemnet along the way! After I begin the Reading program, I plan to start the Math program - and because of you, it will be a little easier now. Thank you!
Sincerely,
Ayesha 
Hello DomanMom, thanks for your wonderful website with all the equations that save us a whole lot of time to prepare. I have been doing the mathdots for my youngest since she was 5 months and took a break in between for a whole month. I am continuing to do the progam , which she loves, and I am now onto subtraction equations. My question is if I took a break, should I start off where I left? I still have not tested her and don’t want to for a while, I am totally confident in the program. I used to do it for my oldest daughter and even though I did not complete the program, she loves math and with very little involvement will complete most math problems. Its amazing.
Dear NBailey, I am one of those moms who recently started Doman Math with my youngest who is 8 months now. I started her off on the program around 5 months. Thenshe would sit and have a good attention span. BUt later, I understood from reading the Doman book that kids start getting curious about things around them especially once they are getting mobile. It said it is ok to stop for a month or so and get back on the program. Once i noticed that sh was more interested in banging on my laptop ( I do math dots on my laptop), I dropped the program for a month. Now at 8 months i am back on the program and she loves it. I however, do the whole math session in two sittings.
Hi All,
I have enjoyed reading this thread as I am in the early preparation stages of planning to each math. And I am also excited because I received the Deluxe Math program from IAHP today, and plan to watch the dvd lecture first and then read the book.
I will post again with any quesions I may have once done.
And for Mrs. DomanMom, what is the approximate upload date that the “coming soon” math schedule resources will be available on your site, please?
Thank you again.
Sincerely,
Ayesha
reading these posts convinced me to start my son on this method; I’ll ‘report in’ if/when it proves successful! (I realize that the challenge is not his learning ability, but my ability to be consistent)
hi 123… look up DomanMom’s blog, that’s the link I’ve promised to send you
http://forum.brillkids.com/teaching-your-child-math/phone-conversation-with-the-iahp/
Thanks,Liz, it was eye-opening as to why we actually do it
excellent information thankyou for sharing.
Just happened to read this experience from K.D. from Denver and thought it might interest everyone:
“I am a Doman baby and so are my boys. Reading is a breeze for our 4 year old in K-5. Math was a breeze for me in school. I never had to “learn” it. It just happened. Definitely keep with it! You’ll never regret it. I know lots of other moms who have done it and been grateful. We’ve all taken lots of guff, too. My thought is that the differences aren’t seen until pre-algebra. I never struggled at all with math. Maybe it was natural ability, but what if it wasn’t? It didn’t hurt me to have the info ahead! My mom did bit cards with me with lots of subjects. At 8 mos. she woudl give me a sentence that said “K. kissing Mommy” and I would do it as well as any another sentence. At 2 I told her a Carmengia was a Volkswagon. We have never talked cars. I “read” the logo. I love to read to this day and its very easy. I’d love to talk if you need more encouragement. Don’t pay attention to the naysayers. They haven’t read the books and don’t know. Have fun with it!”
This is the link http://www.mamasource.com/article/glenn-doman-how-to-teach-your-baby-math.