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<DIV><SPAN class=812480019-20092007>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.</SPAN></DIV>
<DIV><SPAN class=812480019-20092007></SPAN> </DIV>
<DIV><SPAN class=812480019-20092007>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?</SPAN></DIV>
<DIV><SPAN class=812480019-20092007></SPAN> </DIV>
<DIV><SPAN class=812480019-20092007>Dorothea</SPAN></DIV>
<BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px">
<DIV class=OutlookMessageHeader dir=ltr align=left>-----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<BR><BR></DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>
<DIV>Melvin Rice</DIV>
<DIV>ABE Instructor</DIV>
<DIV>Kansas City Kansas Community College</DIV>
<DIV><A href="mailto:melvinr@kckcc.edu">melvinr@kckcc.edu</A>
</DIV><BR><BR>>>> <steinkedb@earthlink.net> 9/20/2007 8:57 AM
>>><BR></DIV>
<DIV><SPAN class=515082113-20092007>About test anxiety and "productive
disposition":</SPAN></DIV>
<DIV><SPAN class=515082113-20092007></SPAN> </DIV>
<DIV><SPAN class=515082113-20092007>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.) </SPAN><SPAN
class=515082113-20092007></SPAN></DIV>
<DIV> </DIV>
<DIV><SPAN class=515082113-20092007>Dorothea Steinke</SPAN></DIV>
<DIV><SPAN class=515082113-20092007></SPAN> </DIV>
<DIV><SPAN class=515082113-20092007><FONT size=4></FONT></SPAN><SPAN
class=515082113-20092007><FONT size=3>Hi Dorothea,</FONT></SPAN></DIV>
<DIV><SPAN class=515082113-20092007><FONT size=3></FONT></SPAN> </DIV>
<DIV><SPAN class=515082113-20092007><FONT size=3>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.</FONT></SPAN></DIV>
<DIV><SPAN class=515082113-20092007><FONT size=3></FONT></SPAN> </DIV>
<DIV><SPAN class=515082113-20092007><FONT size=3>Melvin</FONT></SPAN></DIV>
<DIV><SPAN class=515082113-20092007><FONT
size=3></FONT></SPAN> </DIV></BLOCKQUOTE></BODY></HTML>