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<p class=MsoNormal style='mso-margin-top-alt:5.0pt;margin-right:3.0pt;
margin-bottom:5.0pt;margin-left:3.0pt;text-indent:-.25in;mso-list:l0 level1 lfo1'><![if !supportLists]><span
style='font-size:10.0pt;font-family:Symbol;color:#1F497D'><span
style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'>
</span></span></span><![endif]><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Interactive Metronome (now available on software) has been found
to be very helpful for sequencing and coordination, as well as improving attention
and concentration and helping reduce impulsivity. It’s found its
way into professional golf where it is used to improve concentration and coordination.
I’ve seen it help learners with ADHD, but there are claims it also helps
those with sensory integration disorder, non-verbal Learning disorder, autism spectrum
disorder and cerebral palsy. It looks (and feels) like a second chance to
get the math concepts Dorothea is talking about.<o:p></o:p></span></p>
<p class=MsoNormal style='margin-right:3.0pt'><span style='font-size:11.0pt;
font-family:"Calibri","sans-serif";color:#1F497D'>Michael Tate<o:p></o:p></span></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b>On
Behalf Of </b>steinkedb@earthlink.net<br>
<b>Sent:</b> Thursday, September 20, 2007 3:13 PM<br>
<b>To:</b> specialtopics@nifl.gov<br>
<b>Subject:</b> [SpecialTopics 718] Re: Productive disposition<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>Jan and
all:</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>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. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>I know
this is a little off the topic, but it may be of help.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>Dorothea
Steinke</span><o:p></o:p></p>
</div>
<blockquote style='margin-top:5.0pt;margin-right:0in;margin-bottom:5.0pt'>
<p class=MsoNormal style='mso-margin-top-alt:0in;margin-right:0in;margin-bottom:
12.0pt;margin-left:0in'><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>-----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</span><o:p></o:p></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif";color:fuchsia'>What
is the hypothesis behind your correlation between rolling over, scooting,
crawling and level of math literacy achieved?<o:p></o:p></span></p>
<div>
<div class=MsoNormal align=center style='margin:0in;margin-bottom:.0001pt;
text-align:center'>
<hr size=2 width="100%" align=center>
</div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b>On
Behalf Of </b>steinkedb@earthlink.net<br>
<b>Sent:</b> Thursday, September 20, 2007 3:03 PM<br>
<b>To:</b> specialtopics@nifl.gov<br>
<b>Subject:</b> [SpecialTopics 712] Re: Productive disposition</span><o:p></o:p></p>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>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></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>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></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>Dorothea<o:p></o:p></span></p>
</div>
<blockquote style='margin-top:5.0pt;margin-right:0in;margin-bottom:5.0pt'>
<p class=MsoNormal style='mso-margin-top-alt:0in;margin-right:0in;margin-bottom:
12.0pt;margin-left:0in'><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>-----Original
Message-----<br>
<b>From:</b> specialtopics-bounces@nifl.gov
[mailto:specialtopics-bounces@nifl.gov]<b>On Behalf Of </b>Melvin Rice<br>
<b>Sent:</b> Thursday, September 20, 2007 12:04 PM<br>
<b>To:</b> specialtopics@nifl.gov<br>
<b>Subject:</b> [SpecialTopics 710] Re: Productive disposition<o:p></o:p></span></p>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>Melvin Rice<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>ABE Instructor<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>Kansas City Kansas
Community College<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'><a
href="mailto:melvinr@kckcc.edu">melvinr@kckcc.edu</a> <o:p></o:p></span></p>
</div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'><br>
<br>
>>> <steinkedb@earthlink.net> 9/20/2007 8:57 AM >>><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>About test anxiety
and "productive disposition":<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>Melvin - My comments
about Part/Whole concept are based on work by Les Steffe (emeritus of the
University of Georgia) 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></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>Dorothea Steinke<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-family:"Tahoma","sans-serif"'>Hi Dorothea,</span><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-family:"Tahoma","sans-serif"'>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><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-family:"Tahoma","sans-serif"'>Melvin</span><span style='font-size:
10.0pt;font-family:"Tahoma","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin:0in;margin-bottom:.0001pt'><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <o:p></o:p></span></p>
</div>
</blockquote>
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