What is the hypothesis behind your  correlation between rolling over,
scooting, crawling and level of math literacy achieved?

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
Sent: Thursday, September 20, 2007 3:03 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 712] Re: Productive disposition

 

Melvin: What specifically edludes them?  Can they do single digit
addition OK? Is multiplication OK? Does the breakdown come at
subtraction and division? If so, are their answers in subtraction off by
1 all the time?  I have an idea of how to get started with them if this
last is true.

 

Another thing: Ask if they can ask a parent how they moved as an infant.
Did they roll over and over or scoot on their bottom and never crawl?

 

Dorothea

	-----Original Message-----
	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
	Sent: Thursday, September 20, 2007 12:04 PM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 710] Re: Productive disposition

	 

	 

	Melvin Rice

	ABE Instructor

	Kansas City Kansas Community College

	melvinr at kckcc.edu 

	
	
	>>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

	About test anxiety and "productive disposition":

	 

	Melvin - My comments about Part/Whole concept are based on work
by Les Steffe (emeritus of the University of Georgia) and others. There
may be other developmental concepts besides Part/Whole that your
"dyscalculia" students missed somewhere along the line. Can you give a
description of the specific things your students seem unable to do? (I'm
assuming your students are of normal mental development and have not had
traumatic brain injury.)  

	 

	Dorothea Steinke

	 

	Hi Dorothea,

	 

	Now keep in mind that I am no diagnostician, but a simple ABE
math instructor. That being said, The students I am thinking of are of
average or higher intelligence. However the basics of math such as
number sense, basic math facts, and simple computation constantly evade
them. For the past year, not only have I worked with them one-on-one as
well as a traditional class setting, but I have also had a math tutor
working with them. They appear to grasp a concept while working with it
and then a few minutes later it is gone. This does not happen with them
in other disciplines, only math. I have seen one of the students come to
tears in frustration over not being able to retain what was just covered
minutes earlier. I have been using several of the techniques picked up
from the TIAN sessions I have attended, such as calculators,
manipulatives, and other hands-on material as well as the EMPower books
and this seems to be helping some. I really found the article by Dr.
Kenyon which I referenced in my earlier post to be enlightening and
provide another framework in which to view students who struggle with
math.

	 

	Melvin

	 

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