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Develop Cardinality and Number Sense with Whole-to-Part Icons of Quantity

Develop Cardinality and Number Sense

with Whole-to-Part Icons of Quantity

© 2018  Christopher L. Woodin, Ed.M.

A student with dyslexia who is confused by typical math instruction can excel when instructed in a way that always shows the big picture first, uses visual-spatial images, and directly examines how the parts are connected to the whole.  This program is quite different from how most of us were taught math, and it is different from most modern curriculum approaches as well.  Number sense is developed by establishing a robust understanding of quantities so that their values may be compared.  The methodology to be presented enables such comparison by limiting demands on language processing, working memory, and executive function skills.

Learning and memory research tells us that multisensory integration is absolutely vital for children who have learning difficulties, as well as the best way to teach all students. Experiential, gross-motor activities provide a powerful approach to interact with recognizable whole-to-part visual models.  Students develop language skills necessary to describe math concepts and relationships as they perceive and process them. Simply put, students take patterns apart, then reassemble them while describing the process. Various games and activities involving both fine and gross motor skills will be demonstrated, and supported with free online materials.


* Note

The skill base covered is traditionally taught from Pre-K through grade 2,

however, these skills are frequently underdeveloped or lacking in students with LBLD at higher grade levels. 

A significant number do not acquire these skills without specific prescriptive remediation.

 

Objectives

  • As a result of engaging in the technology demonstration, the participant will be able to show how to access and download online materials from the   WoodinMath website.   
  • As a result of engaging in various activities, the participant will be able to demonstrate how to prompt a student to produce oral addition and   subtraction facts using a visual, or tactile-kinesthetic prompt.
  • As a result of engaging in various activities, the participant will be able to demonstrate how to prompt a student to perform a regrouping step using   patterns of base ten manipulatives.
  • As a result of practicing various fluency exercises, the participant will be able to assess whether a student is functionally fluent within a given addition   fact family.

These files are provided free- as a courtesy to those who have taken a class from
 Chris Woodin/ WoodinMath/Landmark School. 
All rights are reserved. 
Please download and use these files for your own personal use. 
Please do NOT repost them to a server, or change them in any way, redistribute them, 
or post the files on another website.

Click on the link below to access the materials and program links.

Vertical Path of Skill Development for the WoodinMath Number System

Read more about the program by clicking on the links below. 

The WoodinMath Number System 2018 

Develop Cardinality and Number Sense with Whole-to-Part Icons of Quantity © 2018  Christopher L. Woodin, Ed.M. and WoodinMath.com

Visual Images Teach Math, Woodin,C. 2018


Subitizing: What Is It? Why Teach It? Clements, Douglas H. Teaching Children Mathematics, March 1999 

Subitizing and Visual Counting in Children with Problems in Acquiring Basic Arithmetic SkillsFischer B, Gebhardt C, Hartnegg K. 

College of Optometrists in Vision Development. 2008:39(1):24-29.

Effects of Daily Practice on Subitizing, Visual Counting, and Basic Arithmetic SkillsFischer B, Köngeter A, Hartnegg K.  

College of Optometrists in Vision Development.  2008:39(1):30-34.

The fusiform face area: a cortical region specialized for the perception of faces. Kanwisher N, Yovel G. Philosophical Transactions of the Royal Society B: Biological Sciences. 2006;361(1476):2109-2128. doi:10.1098/rstb.2006.1934.

Subitizing Is Sensitive to the Arrangement of Objects. Experimental Psychology. Krajcsi, Attila & Szabo, Eszter & Morocz, Istvan. (2013).  60. 1-8. 10.1027/1618-3169/a000191. 

Developmental Dyscalculia and Basic Numerical Capacities: a Study of 8-9 Year old Students. Landerl, K., Bevan, A., Butterworth, B.Cognition 93 (2004) 99-125

Brian Butterworth's Dyscalculia Screener Manual


July 2018 Two-Day Seminar at Landmark Campus    Syllabus   Peer Grading Form
Held in July at Landmark School, Prides Crossing Massachusetts and on Cape Cod.

July 26-27, 2018   Sign UP Here!    


July  2018 Two-Day Seminar at Cape Cod Location     Syllabus   Peer Grading Form

July 30-31, 2018 Sign UP Here


HANDOUTS

Cardinality and Number Sense PowerPoint PDF Slides



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