CHAPTER THREE

Chapter Three

It is clear from Chapter Three that working memory is linked to learning.   The authors state that measures of working memory capacity are excellent predictors of children’s academic attainments, especially in Math.

Let’s devote this chapter’s discussion to Math.   What are we doing that we should continue to do?  What should we change?  What can we do to support low working memory in math class?  Can we make the way we teach math more consistent from teacher to teacher and grade level to grade level?  If we were to support all children’s needs in Math class, what would such a program look like?

You are free to discuss any or all of the questions posed, or even pose one of your own.

Chapter 2

I use touch math to help students with number sense. Each number has "touch Points" that the children use so that they have a visual.
When working with money--- a nickel has one touch point, a dime has 2 and a quarter has 5. The children draw the touch points on their paper and count by 5's. Gradually the visual representation is taken away.

Chapter 2

In 2nd grade we ask students to memorize vocabulary words with our weekly whole class reading selections. To help children with weak verbal short term memory we can teach children use their s tronger visuo-spatial short term memory by teaching hand gestures to go with their vocabulary words. This is an example of one of this week's words, its meaning and its gesture.

Word conservation- Meaning protection of Earth's natural resources, plants and animals- gesture-cup hands as if holding earth

The children are introduced to the vocabulary words and their gestures on the first day and we use the gestures everytime we use the words from the story.

Chapter Two Response

When teaching students to multiply and commit their multipication facts to memory, it is very useful to introduce several visual strategies. One strategy is to have students draw or create arrays for the multiplication facts they are working on. Another strategy is to have students use known facts to solve unknown facts. For example, if a student is having trouble remember 6X8, have the student think of a fact he/she already knows. Most students are familiar with their 5's tables early on, so they may say that they know 5X8=40 and 1X8=8 and then add 40+8 to get 48. Having students draw these arrays and coloring an array for 5X8 in one color and an array for 1X8 right beneath or above it (skip no lines on graph paper) can be a great visual to show that the overall array is 6X8=48. Repeated use of this technique (as well as many others) can help students commit their multiplication facts to memory.

Chapter 2 ?

The visual model that I recently used in Math class seemed quite helpful for many to understand the meaning of division, in a picture. The top area has a large center bubble with an amount written in it such as $100.00 and then you draw lines coming out of it- below it would be the number of bubbles you are dividing that money into or by- such as 5 bubbles and then they can see that if you take the $100. and spilt it or divide it by all 5 people/bubbles, each would get $20.00. This seems so simplistic but we often forget that is exactly what many students need to see.

Chapter 2 ?

Students have difficulty remembering vocabulary words. We have them use index cards. The word is written on the unlined side. The definition is written at the top of the lined side. The student creates their own sentence to show the meaning of the word on one side below the definition, then draws an illustration of their sentence. Having them draw their own illustration helps them to "own" that vocabulary word. In math 4th graders are working on long division & struggle to remember the steps for the process. We use the mnemonic device D -M-S-Ch-B (does McDonalds sell cheese burgers). This is still too much for some students to remember, so I pair the initials w/ the corresponding math signs (+, -, x...) When they see the picture of the sign, they remember what to do next.

Chapter 2

This month in math class we are studying measurement. The amount of vocabulary and information to memorize is staggering for a 9 & 10 year old. Most students do well with the pace at which we revisit and learn new material. However, there are many students who are not developmentally ready to memorize the entire customary conversion table. I use two multiple intelligence strategies to solve this problem. The first is through storytelling and the second is through a hands-on manipulation of the units of measurement.

1.) I created a poster that tells the story of "The Land Of Gallon". The Land of Gallon has Four Queens, each Queen has a Prince and a Princess, each Prince and Princess has two Children each. Students love this story. i see them using it all the time.

2.) Students create "Gallon-Bot Man". Capacity is often a tricky concept for kids to remember. Gallon-Bot Man is a fun way for lids to remember how many cups are in a pint, how many pints are in a quart,etc... We use him as a study guide that is pieced together in sections to learn customary conversion of capacity. Big hit with fifth graders. Also, I tie in a writing assignment as well. They must create a character and story to go along with their figure. It helps to personalize the information and make it easier to remember important information.