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 iAK3Cn128872; Fri, 19 Nov 2004 22:12:50 -0500 (EST) Date: Fri, 19 Nov 2004 22:12:50 -0500 (EST) Message-Id: <DMECLAMJGFFFOBCMDJJGCEOGCFAA.ngriffis@bellsouth.net> 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: "Nixon S. Griffis" <ngriffis@bellsouth.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1181] Re: Math web sites and Intuitive Multiplication Tables Program X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1779 Lines: 36 Hi List, While we are on basic math...I would be very interested in finding or developing an intuitive and interactive math tables teaching program. Times tables should be one of the first screens run on Adult Ed. GED students. Now and then I have students who do not know their times tables. Like long division, this is something they just need to know without a calculator. This knowledge is necessary for multiplication and for finding common denominators when students reach fractions. Most of these students need me to drill them until I can be secure enough to check them off my "Student Needs" sheet. A student directed computer program seems a good solution here. I imagine a program that acts like an assessment at first to see which parts of the multiplication tables are missing from the students memory. The ideal program would start from there and in an incremental process bring each individual student up through their tables. The program would return to missed products and periodically reintroduce mastered answers in a way that would best reinforce memorization. I have found in drilling my students that there seems to be an ideal pattern of asking students their multiplication tables. It has to do with reinforcing their correct answers and reintroducing missed answers until they start getting them right. This must be done gradiently so as to best allow the student to feel they are winning and so as not to overwhelm them. Has anyone seen anything like this already out there? Has anyone seen any research on how to best setup the repetitive pattern of questions in this type of drill scenario to optimize memorization of something like multiplication tables? Nick Griffis Adult Education Inlet Grove H.S. Riviera Beach, Florida 33480 561-882-9967
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