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Math Strategy Report

Math Strategy Report. Investigation into the Making Math Real Program By Kate Rivingston Neumann University Bonner Cohort-EDU 558 Note: For slides #4-#7, use View Show and click to see layers. Where Math Strategy was found.

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Math Strategy Report

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  1. Math Strategy Report Investigation into the Making Math Real Program By Kate Rivingston Neumann University Bonner Cohort-EDU 558 Note: For slides #4-#7, use View Show and click to see layers

  2. Where Math Strategy was found • Started search online: went to www.Idonline.org and found good article: Mathematical Disabilities: What we Know and Don’t Know (by David Geary (1999), accessed on http://www.ldonline.org/article/5881?theme=print) • Also found article from National Center on Educational Outcomes at http://education.umn.edu/NCEO/ ---see handout • Wanted to identify a better strategy for learning Multiplication Facts • Interviewed Tr. Debbie Koutsioroubas, Red Team teacher at Stratford Friends School, Newtown Square • Problem: Tr. Debbie states that a common problem for her student population is their inability to memorize Multiplication facts. Since math curriculum spirals upwards, every process that needs automacy in multiplication will be affected. • Tr. Debbie recommends Making Math Real Program, created by David Berg (based in California), who has done extensive research on the way children learn math. • She has been using this program for 5 years, and has to travel to California to get trained in it for her school. She trains the faculty now. She gave me a portion of her last power point to share with the Cohort.

  3. 9 Lines Strategy • Further Investigation: Program owner is very closed-mouthed about the program: people must pay to get trained. Information/articles are available at http://www.makingmathreal.org • David Berg states, that “until students have developed sufficient sensory-cognitive tools supporting access to symbolic memory, they will not be able to image, store or retrieve all of the multiplication or division facts with automaticity.” (Berg, D., Developing Automaticity with the Multiplication and Division Facts: The 9 Lines Multiplication Fact Acquisition and Application Strategy, accessed online at http://makingmathreal.org/index2.php?option=com) • I searched but did not find independent articles that support this strategy, and the website did not respond to my inquiries. • The following presentation (#4 - #7) was made possible by Tr. Debbie---Many Thanks!

  4. Making Math Real Tell the Story Make a Picture Associate to Symbols Central Processing Reception Perception Association Expression Language Organizes Information and Bridges the two Hemispheres. Ability to Hold and use Information. Storing & Naming. This is where they Receive Information. Different Modalities of Reception. They go Back to their Original Picture, where They Rebuild and Name their Picture, So They Can Express It. This is where it becomes meaningful. They make a Picture in their Head. Association is linked with Perception. Ability to Show What they Know. Talk about it. Act it. Express it. If they can not Express the Concept, they Go back to Association.

  5. Making Math Real Concrete To Abstract CONCRETE SEMI-CONCRETE SEMI-ABSTRACT ABSTRACT (Do Same Problem Two Times) Second Time: First Time: 1. Build 1. Build 1. No Manipulatives 1. Single-Color (Repeat Same Problem) 2. Name 2. Name 1. No Manipulatives 2. Symbols Only 2. Leveled Practice 3. Color-Coded with Context Cues 3. Record 3. Record 2. Symbols Only 3. Formal Language and Presentation 4. Name Again 4. Name Again 3. Color-Coded with Context Cues 5. Link Hands-On to Symbols 5. Link Hands-On to Symbols 4. Link to Textbooks and Tests Link to procedure No mental math Math all in manipulatives Transition to no manipulatives Not building Then just record Formal look of math

  6. Making Math Real Multiplication 4 x 1 = 4 4 x 4 = 16 4 x 7 = 28 4 x 2 = 8 4 x 5 = 20 4 x 8 = 32 4 x 3 = 12 4 x 6 = 24 4 x 9 = 36

  7. Making Math Real Multiplication The 9 Lines 4 x 1 = 4 4 16 28 4 x 4 = 16 4 x 7 = 28 4 x 2 = 8 8 20 32 4 x 5 = 20 4 x 8 = 32 4 x 3 = 12 12 4 x 6 = 24 24 4 x 9 = 36 36

  8. Why this Strategy?Who can benefit? • Helps all learners move from the concrete to the abstract • The grid provides a reference point for working memory • Use with visual learners=less hard than other tools • Teachers can use practice index cards for daily re-looping of previously learned material, or the student can drill with peers or self • Parents can help coach children at home • Can be used with other math programs, or as a modification strategy

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