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<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff size=2>Jan
and all:</FONT></SPAN></DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff size=2>It has
to do with the 3 Stages model of children's development of number sense
developed by Les Steffe and refined by Paul Cobb. In their book Construction of
Arithmetical Meanings and Strategies (1988) they noted that when
children were about to enter the third stage (i.e., to grasp the Part/Whole
concept) their counting took on rhythmic characteristics. </FONT></SPAN></DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2>Another author, Eloise Ristad: A Soprano on Her Head, found that
her piano students who lacked an ability to keep a steady beat had not
cross-crawled as infants (i.e., left hand and right knee move together, then
right hand and left knee move together). That is, infants who rolled, scooted or
crawled left-side/right-side never established an internal steady beat.
Establishing a steady beat by cross-crawling is how we come to understand the
equal distance between the counting numbers on a number line as preschoolers. If
adults have not cross-crawled and never were exposed to a number line, they may
not have that sense of "equal distance of 1" between the counting numbers.
Hence, no number sense.</FONT></SPAN></DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff size=2>Other
research also points to the importance of cross-crawling. I was at a recent
conference for preschool staff (state deparment of education sponsored it). The
word from the physical therapy people was that if infants do not cross-crawl by
15 months there is concern that the normal development process is not
progressing as it should.</FONT></SPAN></DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff size=2>I know
this is a little off the topic, but it may be of help.</FONT></SPAN></DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=453350122-20092007><FONT face=Arial color=#0000ff
size=2>Dorothea Steinke</FONT></SPAN></DIV>
<BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px">
<DIV class=OutlookMessageHeader dir=ltr align=left><FONT face=Tahoma
size=2>-----Original Message-----<BR><B>From:</B>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov]<B>On
Behalf Of </B>Goldberg, Jan (ACS)<BR><B>Sent:</B> Thursday, September 20, 2007
1:09 PM<BR><B>To:</B> specialtopics@nifl.gov<BR><B>Subject:</B> [SpecialTopics
713] Re: Productive disposition<BR><BR></FONT></DIV>
<DIV class=Section1>
<P class=MsoNormal><FONT face=Arial color=fuchsia size=3><SPAN
style="FONT-SIZE: 12pt; COLOR: fuchsia; FONT-FAMILY: Arial">What is the
hypothesis behind your correlation between rolling over, scooting,
crawling and level of math literacy achieved?<o:p></o:p></SPAN></FONT></P>
<DIV>
<DIV class=MsoNormal style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: center"
align=center><FONT face="Times New Roman" size=3><SPAN
style="FONT-SIZE: 12pt">
<HR tabIndex=-1 align=center width="100%" SIZE=2>
</SPAN></FONT></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><B><FONT face=Tahoma
size=2><SPAN
style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">From:</SPAN></FONT></B><FONT
face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov]
<B><SPAN style="FONT-WEIGHT: bold">On Behalf Of
</SPAN></B>steinkedb@earthlink.net<BR><B><SPAN
style="FONT-WEIGHT: bold">Sent:</SPAN></B> Thursday, September 20, 2007 3:03
PM<BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B>
specialtopics@nifl.gov<BR><B><SPAN
style="FONT-WEIGHT: bold">Subject:</SPAN></B> [SpecialTopics 712] Re:
Productive disposition</SPAN></FONT><o:p></o:p></P></DIV>
<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN
style="FONT-SIZE: 12pt"><o:p> </o:p></SPAN></FONT></P>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Melvin: What specifically edludes
them? Can they do single digit addition OK? Is multiplication OK? Does
the breakdown come at subtraction and division? If so, are their answers in
subtraction off by 1 all the time? I have an idea of how to get started
with them if this last is true.<o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Another thing: Ask if they can
ask a parent how they moved as an infant. Did they roll over and over or scoot
on their bottom and never crawl?<o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Dorothea<o:p></o:p></SPAN></FONT></P></DIV>
<BLOCKQUOTE style="MARGIN-TOP: 5pt; MARGIN-BOTTOM: 5pt; MARGIN-RIGHT: 0in">
<P class=MsoNormal
style="MARGIN-BOTTOM: 12pt; MARGIN-LEFT: 0in; MARGIN-RIGHT: 0in; mso-margin-top-alt: 0in"><FONT
face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">-----Original
Message-----<BR><B><SPAN style="FONT-WEIGHT: bold">From:</SPAN></B>
specialtopics-bounces@nifl.gov
[mailto:specialtopics-bounces@nifl.gov]<B><SPAN style="FONT-WEIGHT: bold">On
Behalf Of </SPAN></B>Melvin Rice<BR><B><SPAN
style="FONT-WEIGHT: bold">Sent:</SPAN></B> Thursday, September 20, 2007
12:04 PM<BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B>
specialtopics@nifl.gov<BR><B><SPAN
style="FONT-WEIGHT: bold">Subject:</SPAN></B> [SpecialTopics 710] Re:
Productive disposition<o:p></o:p></SPAN></FONT></P>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Melvin
Rice<o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">ABE
Instructor<o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><st1:place
w:st="on"><st1:PlaceName w:st="on"><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Kansas
City</SPAN></FONT></st1:PlaceName><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <st1:PlaceName
w:st="on">Kansas</st1:PlaceName> <st1:PlaceType w:st="on">Community
College</st1:PlaceType></SPAN></FONT></st1:place><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"><A
href="mailto:melvinr@kckcc.edu">melvinr@kckcc.edu</A>
<o:p></o:p></SPAN></FONT></P></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"><BR><BR>>>>
<steinkedb@earthlink.net> 9/20/2007 8:57 AM
>>><o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">About test anxiety
and "productive disposition":<o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Melvin - My
comments about Part/Whole concept are based on work by Les Steffe (emeritus
of the <st1:place w:st="on"><st1:PlaceType
w:st="on">University</st1:PlaceType> of <st1:PlaceName
w:st="on">Georgia</st1:PlaceName></st1:place>) and others. There may be
other developmental concepts besides Part/Whole that your "dyscalculia"
students missed somewhere along the line. Can you give a description of the
specific things your students seem unable to do? (I'm assuming your students
are of normal mental development and have not had traumatic brain
injury.) <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">Dorothea
Steinke<o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=3><SPAN style="FONT-SIZE: 12pt; FONT-FAMILY: Tahoma">Hi
Dorothea,</SPAN></FONT><FONT face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=3><SPAN style="FONT-SIZE: 12pt; FONT-FAMILY: Tahoma">Now keep in mind
that I am no diagnostician, but a simple ABE math instructor. That being
said, The students I am thinking of are of average or higher
intelligence. However the basics of math such as number sense, basic
math facts, and simple computation constantly evade them. For the past year,
not only have I worked with them one-on-one as well as a traditional class
setting, but I have also had a math tutor working with them. They appear to
grasp a concept while working with it and then a few minutes later it
is gone. This does not happen with them in other disciplines, only math. I
have seen one of the students come to tears in frustration over not being
able to retain what was just covered minutes earlier. I have been
using several of the techniques picked up from the TIAN sessions I have
attended, such as calculators, manipulatives, and other hands-on
material as well as the EMPower books and this seems to be helping
some. I really found the article by Dr. Kenyon which I referenced in my
earlier post to be enlightening and provide another framework in which to
view students who struggle with math.</SPAN></FONT><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=3><SPAN
style="FONT-SIZE: 12pt; FONT-FAMILY: Tahoma">Melvin</SPAN></FONT><FONT
face=Tahoma size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></FONT></P></DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face=Tahoma
size=2><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></FONT></P></DIV></BLOCKQUOTE></DIV></BLOCKQUOTE></BODY></HTML>