Synopsis
Students need multiplication facts to multiply and divide multidigit numbers and perform fraction operations. These facts need to be available in both multiplication and division format, and organized through a relational context so that they may be ordered and compared. Learn to provide students with a way to store, access, and express multiplication and division facts through multimodal activities that utilize visual and kinesthetic processing. The techniques presented support various learning styles and culminate in the ability to learn, compare, and express math facts in an accurate and fluent manner. This program utilizes semantic reasoning strengths, and a combination of whole-to-part processing and gross motor kinesthetic therapies to compensate for deficits in working memory, expressive language mechanisms, and executive function. Multiplication concepts and facts are linked to the student s existing knowledge base across a broad spectrum of modalities. By establishing a strong conceptual base, students are able to learn, store, and retrieve facts accurately and efficiently apply them to solve problems. Graphic organizers provide a means to hold information in working memory long enough to formulate fact sentences. Gross motor activities provide students with the ability to interact with these graphic organizers without being constrained by fine motor written output issues. This program is helpful to all, and especially valuable to those students with language-based learning difficulties. Updated materials and other resources are available online at the Landmark School website.
About the Author
Chris has been with Landmark School since 1986. He is a graduate of Middlebury College and the Harvard Graduate School of Education and is currently the mathematics department head at the Landmark Elementary/Middle School. He has published several articles and a book in his area of expertise. Chris is a specialist in the fields of mathematics and learning disabilities who has presented workshops at numerous schools, colleges, hospitals, and international conferences. He has also served as a consultant to the states of Vermont and Massachusetts, as well as publishing companies, school districts, and private pediatric neuropsychology group practices. Chris also served on the Massachusetts Department of Education s Mathematics 2011 Curriculum Frameworks Panel, and he teaches graduate-level professional development courses for Outreach during the summer. He was the 1997 Massachusetts L.D.A. teacher of the year, and he currently holds the Ammerman Chair of Mathematics as well as being a featured contributor on the Yale Center for Dyslexia and Creativity web site.
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