Shake a Stick at times tables

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Dyscalculia: News from the web:

From the UK a new approach to learn times tables. Times tables are important and there are many ways people try to teach them. This idea centers around a stick that they use to explain the tables and groups of multiplications that fit together. They also have a youtube channel to support the method. When you have tried many methods, here is just one extra you can try.

Read all about it: HERE

Help your child counting

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Dyscalculia: News from the web:

Your child is learning new things every day. And just as you can help them with their language and reading, there are also ways you can boost your preschooler’s number skills.

This is especially important as learning to count is SO much more than just one, two, three

Read all about it: HERE

An IEP with the student as central point

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Dyscalculia: News from the web:

Student-centered IEP meetings can be held at any developmental level – even if the student isn’t attending the meeting. It’s up to district leadership to determine if student involvement in the IEP meeting is developmentally appropriate. If the student doesn’t attend the meeting, they can still be involved in the IEP process.

Read all about it: HERE

Parental involvement in math

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Dyscalculia: News from the web:

Here is some research about what parental involvement with math (homework) can do with their children’s math achievement. Here is the short of the conclusions:

Parents’ involvement in homework (vs. activities) was more affectively negative (d = .34), particularly among parents low in self-efficacy (d = .23). The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement (βs = −.09 to .20).

Read all about it: HERE

Do math apps really work?

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Dyscalculia: News from the web:

A very comprehensive review of math apps for small children with recommendations about design and content for parents and teachers to look out for.

part of their summary:

Overall, these results demonstrate that many
of the commercial educational apps for young
children that are categorised as ‘maths’, are not
necessarily reflective of best practices in app
content and design.
58 Can Maths Apps Add Value to Young Children’s Learning?
Most apps did not comprehensively capture
all areas of mathematical development,
nor did they adequately include features of
personalisation, such as explanatory feedback
and programmatic personalisation, which
this research has shown maximises children’s
outcomes in app-based learning. This
demonstrates the limited options for identifying
high-quality maths apps currently available for
parents and teachers and highlights the need
to improve the meaningful categorisation of
educational apps on the app stores to facilitate
parent and teacher choice.

Read all about it: HERE