There are numerous tips and tricks which are, sadly, not being implemented.
My partner is a science teacher in a secondary school and some of her
lessons involve maths. She was astonished to find out that her class had
not been taught long multiplication other than using a calculator.
She showed the kids a way to do it by using a 'square' method (bit hard to
explain, it needs to be demonstrated), by multiplying single figures and a
simple addition at the end, and the kids were in awe.
Andy Davis, ICT Manager
Barry Bennett Ltd. Enabling Technology Centre
Unit 15a Bankfield Business Park,
Quebec Street, BOLTON BL3 5JN.
Tel: 01204 534 311
Fax: 01204 362 783
----- Original Message -----
From: David Laycock <[log in to unmask]>
To: <[log in to unmask]>
Sent: Saturday, January 13, 2001 1:16 PM
Subject: The miracle cure
> All joking apart, this treatment, we are told, is as successful for
> improving memory and balance in those who are genetically
> affected from birth (ie dyslexics) as for those suffering a temporary
> loss due to prolonged periods of weightlessness. Why stop there?
> Memory and balance are both affected following a stroke, so is
> anyone using the treatment on that?
>
> Practice can maximise what functionality we may be capable of,
> but it doesn't "cure". Fifteen years ago we worked with physios and
> OTs who were often surprised by the degree of control that clients
> achieved over muscles that had been written off as useless when
> the client had to rely on the movement to operate a switch to work
> a computer. There was no miracle involved, expert opinion had
> simply been wrong in estimating the degree of damage as well as
> what determination could overcome.
>
> DSA assessors commit this cardinal sin if they begin an interview
> with the thought "So you are dyslexic, which means you can't do
> so-and-so and will need such-and-such." The upshot is reports of
> remarkable similarity that owe less to thinking than to cut'n'paste.
>
> Also, let's not forget the "halo" effect. Between about 1950 and
> 1980 there were several primary school maths schemes that were
> given similar prominence in the media as revolutionising teaching
> and producing remarkable results. (I remember one screaming
> "Eight year olds calculate square roots".) They all fizzled out and
> when a Nuffield research project tried to find out why, they
> concluded that exceptional progress owed more to the dedicated
> enthusiasm of a small group of teachers, led by some charismatic
> professor of maths, given something new and exciting to do, rather
> than to the methods themselves. When the methods were used
> more widely they never managed to have the same impact.
>
>
> Dave Laycock
>
> Head of CCPD
> Computer Centre for People with Disabilities
> University of Westminster
> 72 Great Portland Street
> London W1N 5AL
>
> tel. 020 7911-5161
> fax. 020 7911-5162
> WWW home page: http://www.wmin.ac.uk/ccpd/
>
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