Maths Trauma
I remember being told by my dad that I had to stay in the bathroom until I learnt my timestables. That was horrible and traumatising. I knew 2x, 10x, 5x, probably 4x and 3x too, but the others I could not see a pattern in. I was an intelligent child, and I can't rote learn. Of all the terrible things they have done to me, I remember this also. It was so painful.
How the timetables should be taught to kids with dyscalculia,
(quoted from the Education Standards site, UK
"One of the most frequently occurring problems for dyslexic learners and dyscalculic learners is not being able to (rote) learn the times tables, so a possible alternative is to use the facts the child knows to work out the facts they don’t know. This has an additional bonus of teaching further understanding of numbers and number relationships.
The facts that can be learnt (and the child does have to have some facts) are 1x, 2x, 5x and 10x. Other facts can be derived from these, a strategy advocated in the NNS for 4x, for example:
5x can be obtained by halving 10x facts (also useful for percentage work)
4x facts are done by using 2x twice as in 4 x 7 as 2 x 7 = 14 and 2 x 14 = 28
9x facts are derived from 10x facts using the pattern n x 9 = n x10 – n as in 7 x 9 = 7 x 10 - 7
3x facts are done by doubling the number and adding the number as in 3 x 6 = 2 x 6 + 6 = 12 + 6 = 18
6x facts are similar but using 5xn and 1xn as in 6 x 8 = 5 x 8 + 8 = 40 + 8 = 48
7x facts are computed from 5x and 2x facts as 5n + 2n, for example 7 x 3 = 5 x 3 + 2 x 3…………………
and if you teach the commutative property (e.g. 4 x 3 = 3 x 4) then there is only 8x8 left, which can be done by a triple sequence of doubling, starting with 8."
How the timetables should be taught to kids with dyscalculia,
(quoted from the Education Standards site, UK
"One of the most frequently occurring problems for dyslexic learners and dyscalculic learners is not being able to (rote) learn the times tables, so a possible alternative is to use the facts the child knows to work out the facts they don’t know. This has an additional bonus of teaching further understanding of numbers and number relationships.
The facts that can be learnt (and the child does have to have some facts) are 1x, 2x, 5x and 10x. Other facts can be derived from these, a strategy advocated in the NNS for 4x, for example:
5x can be obtained by halving 10x facts (also useful for percentage work)
4x facts are done by using 2x twice as in 4 x 7 as 2 x 7 = 14 and 2 x 14 = 28
9x facts are derived from 10x facts using the pattern n x 9 = n x10 – n as in 7 x 9 = 7 x 10 - 7
3x facts are done by doubling the number and adding the number as in 3 x 6 = 2 x 6 + 6 = 12 + 6 = 18
6x facts are similar but using 5xn and 1xn as in 6 x 8 = 5 x 8 + 8 = 40 + 8 = 48
7x facts are computed from 5x and 2x facts as 5n + 2n, for example 7 x 3 = 5 x 3 + 2 x 3…………………
and if you teach the commutative property (e.g. 4 x 3 = 3 x 4) then there is only 8x8 left, which can be done by a triple sequence of doubling, starting with 8."
posted by X at 11:54 PM
1 Comments:
Like you my times tables were horrendous to learn i just couldnt do them. I remember when i was 9 years old my teacher did this thing where she would ask each member of the class what ?x?=. Well cause she knew what i was like at maths she would ask me the same one and to this day i still remember it. She use to say to me 11x11 and i could never get it. So she use to tell me it and say remember but obviously i couldnt. But she was dead nice about it all. My folks weren't really that bad about maths with me. My mum made up a tape of all the times tables 1-12 so i could learn them. But i felt thick compared to my older sister and older brother who are both whizz kids at maths
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