| There is an amazing technique that changes the | | | | very specific, precise images that you help |
| skills and attitudes of math students. It teaches | | | | students create in their minds. Think of an engine |
| students to understand math in a whole new way. | | | | of a car. Even though a car is easy to drive, the |
| For those students who count fingers to solve | | | | engine is a complex design of parts that work |
| simple addition questions or students who count | | | | together to create energy. The same is true of |
| sets (8 + 8 + 8...) for simple multiplication | | | | the images used to teach math which are called |
| questions, math becomes easy. In any given class | | | | the Magic Numbers. They are specifically designed |
| there are one third of the students who struggle | | | | images that come from mnemonic research, key |
| with math and another third who are completely | | | | math patterns and mental connections that have |
| lost. This technique, if done properly, lifts these | | | | been adapted from years of in class experience. |
| students to a level of understanding that changes | | | | Simply put, they are images that connect |
| how they look at numbers. | | | | numbers to things children can relate to and |
| The technique works with all students, save those | | | | remember. |
| with disabilities or behaviour problems so severe | | | | Imagine a tricycle representing the number three. |
| that the technique can't be applied. It is geared for | | | | The shape of the handlebars looks like a number |
| students in elementary ideally before they reach | | | | three (for visual learners). There are three wheels |
| grade four since this is when they start learning | | | | (for kinesthetic learners). It is also called a three |
| the basic facts and early enough that they | | | | wheeler (for auditory learners). The tricycle is |
| haven't learned any bad habits that are difficult to | | | | easy to imagine and fun to use which makes it |
| undo. It does work with older students, but the | | | | easy to connect with other numbers using images. |
| closer they are to adulthood, the more difficult it | | | | The tricycle can then be a part of a mental image |
| is to have them apply the technique. It works | | | | that is crystal clear and easy to remember. |
| with younger kids, even those as young as five | | | | Even though this technique works amazingly well, |
| or six years old. It is actually more beneficial to | | | | it is at times difficult to convince adults of its |
| learn when they are younger as they grow up | | | | success. Adults, especially teachers, question and |
| with the confidence and skills in math. It is also | | | | analyze new techniques and are often skeptical of |
| great for the self esteem when a six year old | | | | the results. I have often asked parents to simply |
| can recall the multiplication tables, something that | | | | watch while I work one on one with the students |
| usually isn't mastered until grades five or six. Even | | | | having them hold their questions for at least thirty |
| then, only a third of the class will be able to do | | | | minutes. Once they see the results, they no |
| this. | | | | longer need to know why it works. |
| Once they learn these skills, the rest of math | | | | Not everyone will have an opportunity to learn |
| becomes easy. The numbers are out of the way, | | | | this technique, but it should inspire those searching |
| so they don't tumble around in the mind taking up | | | | to think outside the box. Although it is a technique |
| valuable energy. They can focus on the concepts | | | | that goes against traditional learning, it works. It |
| rather than counting fingers. They way they learn | | | | was found out of necessity and developed |
| them also gives them a better understanding of | | | | through success. For parents who want to help |
| the numbers as they apply to real life situations. It | | | | their children who struggle in math or for those |
| simply makes math fun. | | | | who want to ensure success for their children in |
| So how does this technique work? It is actually | | | | math in the future, there is a way. |