*         Interactive Metronome (now available on software) has been
found to be very helpful for sequencing and coordination, as well as
improving attention and concentration and helping reduce impulsivity.
It's found its way into professional  golf where it is used to improve
concentration and coordination.  I've seen it help learners with ADHD,
but there are claims it also helps those with sensory integration
disorder, non-verbal Learning disorder, autism spectrum disorder and
cerebral palsy.  It looks (and feels) like a second chance to get the
math concepts Dorothea is talking about.

Michael Tate

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
Sent: Thursday, September 20, 2007 3:13 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 718] Re: Productive disposition

 

Jan and all:

 

It has to do with the 3 Stages model of children's development of number
sense developed by Les Steffe and refined by Paul Cobb. In their book
Construction of Arithmetical Meanings and Strategies (1988) they noted
that when children were about to enter the third stage (i.e., to grasp
the Part/Whole concept) their counting took on rhythmic characteristics.


 

Another author, Eloise Ristad: A Soprano on Her Head,  found that her
piano students who lacked an ability to keep a steady beat had not
cross-crawled as infants (i.e., left hand and right knee move together,
then right hand and left knee move together). That is, infants who
rolled, scooted or crawled left-side/right-side never established an
internal steady beat. Establishing a steady beat by cross-crawling is
how we come to understand the equal distance between the counting
numbers on a number line as preschoolers. If adults have not
cross-crawled and never were exposed to a number line, they may not have
that sense of "equal distance of 1" between the counting numbers. Hence,
no number sense.

 

Other research also points to the importance of cross-crawling. I was at
a recent conference for preschool staff (state deparment of education
sponsored it). The word from the physical therapy people was that if
infants do not cross-crawl by 15 months there is concern that the normal
development process is not progressing as it should.

 

I know this is a little off the topic, but it may be of help.

 

Dorothea Steinke

	-----Original Message-----
	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Goldberg, Jan (ACS)
	Sent: Thursday, September 20, 2007 1:09 PM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 713] Re: Productive disposition

	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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