123 dEcode® Mathematics Learning Program - Overview
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Math learning
disabilities can show up in many different areas of math.
The learning of math is dependent upon a number of underlying abilities
which include:
- The ability to understand a pure number sense
- Visual/spatial processing
- Short term memory (affecting computational skills)
- Sequential processing
- Reading ability, which is critical for problem solving and understanding
instructions
- Language comprehension (affects solving of word problems)
Individuals with problems in any of the areas described above will have
difficulties:
- Learning computational skills
- Retaining computational skills
- Understanding math concepts (ie. place value, algebra, fractions and
decimals)
- Retaining rules and math facts
- Translating word problems into mathematical problems
- Passing tests and exams despite intensive studying
The latest statistics show a very high incidence of students that demonstrate
difficulties in math by the time they reach freshman year in university.
California's statistics show numeracy problems at 53% in 1998, even higher
than illiteracy.
There are many similarities between math learning disabilities and reading
difficulties. Very often working memory is a factor, difficulties with
visual focusing and making the connections between visual patterning as
well as sequencing.
The ability to learn math begins with the development of making the
connections between visual imprinting, focusing and learning the language
of math. This can all happen, but must be done in sequence and in a formalized
multi-step method of teaching. 123 dEcode® addresses at the processing
level, how to teach computational skills necessary to learn number sense,
as well as all four computational skills (addition, subtraction, multiplication
and division) through a unique methodology. In order to learn conceptual
math as well as problem solving techniques we have also developed a rules-based
learning method, again uniquely presented through defining math vocabulary,
math rules with numerous examples underlying each concept and rule along
with many practice questions in order to get the numerical and math sense.
This method gets at the processing level, which not only is a mandate
of the curriculum, but also is necessary in the learning of the subject
matter.
In addition, to further augment processing, answers are included for
each exercise. This is necessary to help communicate whether the student
has gone through the method correctly. We have determined, however, that
the provision of the answer by itself is not enough. Instead, in order
to fully extend the development of the processing skill, all answers are
fully developed, demonstrating the complete procedure of how answers are
obtained. These are provided in separate answer books.
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