 Step-by-Step
In general, children are usually introduced to the number
symbols before they have established the connection
between the concrete (quantity of physical items) and
the abstract (number symbols 1, 2, 3, and so forth).
Forming this connection is especially difficult for
many children because the very nature of our number
system is abstract. These abstract symbols provide no
meaning, no clues, for these children to enable them
to find the necessary information. Little conceptualisation
takes place, so most of the learning is stored in 'compartments'
in isolation, and can only be retrieved in the same
way the information was learned. Therefore, transference
and generalisation of skills can be very limited. Until
the link between learned skills and how to apply them
is established, performing operations with numbers -
addition, subtraction, multiplication and division -
will be mechanical and lacking in true understanding.
Structural Arithmetic teaching is designed to prevent
this difficulty and is ideally suited to children with
additional needs. For children to get the best from
this method it would be most useful to start with the
first book in the series - Experimenting with Numbers
- as your child /children will experience lots of physical
practice working through a range of experiments. They
develop a number sense in Level I through measurement
and pattern, using number blocks, pattern boards, cubes
and other apparatus. In Level II, further experiments
introduce number names to the blocks and patterns. Finally,
in Level III, number symbols (numerals) are introduced
by means of number markers and signs. In this way, the
learning process of children with delayed motor skills,
which affect writing, need not be hindered as they
work with equations in addition and subtraction.
For these reasons, it is especially important for
this group of children to follow the programme through
its levels step-by-step.
Smaller Steps
The close interaction provided by the experiments in
Structural Arithmetic, enables the practitioner to spot
when a child is experiencing difficulty with a task.
Should this happen, be ready to break the activity into
smaller steps. For example, restrict the experiment
to a few 'easy' blocks such as 1 to 4 and gradually
extend the range of blocks in twos up to 10 - it may
take a few sessions - until the activity has been mastered.
Lots of Repetition
This is standard practice for children with learning
difficulties/disabilities. It helps to build confidence,
improves memory recall, and shows the practitioner how
well the skill has been learned. Revisiting activities
from time to time may be needed for some pupils.
Fostering Concentration
Working within the child's attention span makes for
effective and enjoyable learning. Attention is less
likely to wander through the active engagement encouraged
by Structural Arithmetic experiments. Practising 'little
and often' will help your child to develop concentration
levels. However, if concentration is very limited, aim
to improve it gradually by using a valuable tactic:
"Let's do one more." Saying this after the
completion of a task enables the practitioner to make
the session a little more productive. Try to introduce
this strategy as you establish your teaching routine.
You will find it very useful for developing self motivation
skills; taking that extra step. Also, it helps to head
off any challenging behaviour. Teachers often say "She
won't do any more and you can't make her can you?"
You can, and you should! By saying "Let's just
do one more, you're so good at this!" (in a lively
and positive manner), the child will usually comply
and the lesson will end on the teacher's terms, rather
than the child's.
Rules are another aspect to consider. Children understand
that games require rules. Most children wish to be part
of the group. Here are some suggestions to foster their
co-operation. "I'm watching until everyone is ready."
Some children become restless when it is someone else's
turn, try saying "Look at your friend, she is trying
to think; are you helping?" Often children are
not aware they are making a noise, or even that it is
bothering anyone. The practitioner can politely say
"Can (name the child) hear what I am saying?"
or at another time, say (sadly) "(name the child)
I don't think you are ready, would you like to miss
your turn?" However, always reassure the child
"I'll come back to you when you are ready."
Teachers build self-respect when they give children
good reasons to co-operate. This also develops a willingness
to listen and take turns.
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