Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAJ032117947; Thu, 18 Nov 2004 19:03:02 -0500 (EST) Date: Thu, 18 Nov 2004 19:03:02 -0500 (EST) Message-Id: <5.0.2.1.2.20041118153504.00a96970@pop.ix.netcom.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Michele Craig (shellcraig@ix.netcom.com)" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1173] Re: Long division --HELP!!!! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.0.2 Status: O Content-Length: 2661 Lines: 65 Anne, Thanks for the encouragement. It is actually getting better. One of the students (now two weeks into it) is able to do long division problems on his own and is getting it. It does take a long time. The concrete works very well and although I have seen (and used it) for other math concepts, I was puzzled how to use it for division. I think I need to call my local Math Project or something. Michele At 10:24 AM 11/16/2004 -0500, you wrote: >Michele, >I have no specific suggestions for math instruction. However, I can share >some thoughts from our experience teaching reading and spelling to adults >with learning disabilities. One significant aspect of LD is difficulty >processing symbolic information. Numbers are symbols for quantity, >letters are symbols for speech sounds. Make everything as concrete as >possible and practice, practice, practice! > >- Break every process down into its most infinitesimal parts. Be sure >that every step in the process is specifically stated. > >- The information must be presented visually, aurally, tactilly. Yes, >continue to use with math blocks, graph paper (what else?!!). Persons >with learning disabilities can learn -- they simply need the information >presented through every sensory mode possible. (and then practice, >practice, practice some more!) > >- Use LOTS of repetition. Don't expect the learner to "get it" -- even >after several weeks of lessons. Independent understanding can take months >of intensive, step-by-step skill work. > >- Don't stress because it takes so long. The LD learner is often happy >that you take the time to let them really learn. In school they were >pushed on through and are grateful to have someone give them the supports >so they can become successful learners! > >Anne Murr, MS. >Coordinator, Adult Literacy Center >Drake University >Des Moines, IA 50311 >anne.murr@drake.edu > >At 09:26 PM 11/14/2004 -0500, you wrote: >>Dear Colleagues, >> >>I need some ideas for teaching long division to ABE students who probably >>have learning disabilities. At the moment, I have two in my classroom who >>are really not getting it. We have tried math blocks (to show how it >>works visually), I have tried having them use graph paper for the >>problems. They do it fine one day and then come in the next day and can't >>remember the process again. Since I have been encountering this problem >>over and over again with various students, I need some tools. I remember >>I saw a kinesthetic way to teach long division at a Montessori school. >>Does anyone have any ideas? >> >>Thanks >> >>Michele Craig >>Woodland Adult School >
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