How does inTABS™ work?

stamp kinaesthetic 200x200

inTABS™ ‘brings learning to life’ which means the times table can be mastered in only weeks but lasts a life-time.

 

inTABS™ (shortened form of Interactive Tables) is a powerful kinaesthetic (multi-sensory) learning system to achieve fast and effective results.

But how does it work [you mean show me the magic, Ed.]?

Interactive Learning

Uniquely, the answers to the equations are concealed which means the learner has to interact with the book to reveal the answers. This interactive or kinaesthetic element creates powerful associations between the equations & the answers for memory and instant recall.

It works by using the established principles of Conditioning from Psychology: through repeated interactions between the equations and answers, strong associations are formed (Classical Conditioning); which are positively reinforced or ‘rewarded’ when the child gets the answers right (Operant Conditioning).  Thus, the end result is a conditioned or automatic response when the equation alone is presented, i.e. instant recall! Seemingly simple but devastatingly effective.

Moreover, owing to the multi-sensory nature of learning involved (whereby they can visually map, see, touch, do etc.), the deeper level of processing means that not only will it work on gaining instant recall but also on retaining it over time.

In terms of Piaget’s Stages of Cognitive Development for children (the cornerstone of the Western educational model), the kinaesthetic nature of this book conforms to the Concrete Operational Stage (typically 7-11 years) whereby:

the child is now mature enough to use logical thought or operations (i.e. rules) but can only apply logic to physical objects (hence concrete operational)“.

Kinaesthetic learning is ideal for children (or adults) who benefit most from powerful interactive learning styles as opposed to the traditional rote learning methods used in schools which are not suitable for everyone. In the words of one of the most influential psychologists in the world, B. F. Skinner:

to learn, a student must engage in behaviour, and not just passively receive information.”

Kinaesthetic learning methods have been used with great success in Montessori schools.

Number Patterns

inTABS™ facilitates learning & detection of number patterns & symmetries using the unique shape coded patterns on the most recurring answers on the times table (12,24,36).

For example, ask the child to ‘find all the 12 answers’ on the grid: they will find that not only are all the 12 answers shape coded (hexagon) but also form an interesting ‘arc’ on the grid and the same again for 24(square) and 36(circle). This Facilitates an understanding of the relative relationships between numbers and their symmetries (3 x 4 is the same as 4 x 3 etc) as well as making learning fun, engaging and interesting. This is particularity useful for learners who engage more with patterns to make sense of things.

This can be also be turned into a fun game of ‘finding matching pairs‘ for children to learn symmetry: finding and lifting tabs to the equations that result in the same answer.

Traditional methods Vs.  inTABS™

You may be wondering what’s wrong with the traditional ‘finger tricks‘, ‘chanting the tables‘ or the ‘flash cards‘ methods that are widely used in schools (and in homes) and have been around in one form or another since the Victorian era? The simple answer is that they are not the same as instant recall which is key to not only to mastery of multiplication but to proficiency in maths (division, long multiplication, fractions, percentages, algebra etc). These antiquated methods rely upon tapping into a learned sequential methodology which is too slow: recall should be 2-3 seconds (under 2 seconds is excellent). Moreover, research shows they are largely ineffectual as evidenced by the current situation of Britain being nearly bottom of the developed world for numeracy. This is reinforced by the Ofsted findings that “pupils without instant recall of the multiplication table struggle in maths”.  

Thus, instant recall is cardinal; focus is now centred upon this in the new Government mandateevery child in Britain will have to know their times tables off by heart by 11″ with new “tough” agianst-the-clock testing on mental recall of times tables starting in 2016 in all primary schools with strict accountability to ensure no single child fails this test.

Although it may be a bitter pill to swallow, the simple truth is that if the current pre-existing methods worked, then we wouldn’t have an innumeracy crisis in this country (costing the economy over £20billion per year) with profoundly devastating outcomes for children’s futures (including twice as likely to be unemployed, general social deprivation and crime), arguably more so than the impact of illiteracy.

The educational gap / educational inequality will continue to get worse, unless we do something about it. Now.

Computers Vs.  inTABS™

You may now reasonably ask, that’s all very well but my school (or home) has the latest technology/IT, so we’re OK, aren’t we? The short answer is no. Research shows that computers do not improve results in maths and if anything “[OECD] think tank says frequent use of computers in schools is more likely to be associated with lower results“.

Conclusion

In summary, instant recall (knowing off by heart) of the times table is cardinal to proficiency in maths in the same way mastering the ABC is to literacy. This fundamental has to be ensured in order to progress. It’s perhaps best summed up in the words of the Ofsted Education Director:

“Without that it is like sending a plumber out to do a job without knowing how to use a spanner“ (Jean Humphrys, Ofsted’s education director).

Otherwise, the writing is clearly on the wall:

Primary schools which fail to teach times tables by heart are condemning children to a lifetime struggling with numbers, [Ofsted] inspectors have warned.” 

inTABS™ was scientifically, not to mention painstaking and lovingly, developed over 18 months to make a difference in the belief that all children have the ability to learn, if, they are given the right tools. In short, with inTABS™: Every Child Counts!

See the magic for yourself

This product has undergone rigorous testing with amazing results but don’t just take our word for it – put it to the test yourself:

posts 600x400 how to measure effectiveness

Ensure  >  Empower >  Enjoy 

 

 

New Multiplication Tests in Schools

New ‘against the clock’ Times Tables tests introduced in schools

 Times tables ‘to be tested by age 11’

Every pupil in England will be tested on their times tables before leaving primary school, under government plans

  • 3 January 2016
A classroom of children

Every pupil in England will be tested on their times tables before leaving primary school, under government plans.

Pupils aged 11 will be expected to know their tables up to 12×12, and will be tested using an “on-screen check”.

The checks will be piloted to about 3,000 pupils in 80 primary schools this summer, before being rolled out across the country in 2017.

Education Secretary Nicky Morgan said maths was a non-negotiable aspect of a good education.

The “on-screen check” examination will involve children completing multiplication challenges against the clock, which will be scored instantly.

The Department for Education says it is the first use of on-screen technology in National Curriculum tests.

Teacher scrutiny

Ms Morgan has also said teachers will be judged by the results of the tests: “Since 2010, we’ve seen record numbers of 11 year olds start secondary school with a good grasp of the three Rs. But some continue to struggle.

“That is why, as part of our commitment to extend opportunity and deliver educational excellence everywhere we are introducing a new check to ensure that all pupils know their times tables by age 11.

“They will help teachers recognise those pupils at risk of falling behind and allow us to target those areas where children aren’t being given a fair shot to succeed.”

In 2015, 80% of Year 6 pupils achieved Level 4 in maths, reading and writing, up from 78% last year.

But Labour says standards are being threatened by a shortage of teachers, and in the past some teaching unions have warned additional tests can place unwelcome pressure on teachers and pupils.

 

Source: BBC NEWS

Measuring & Monitoring inTABS effectiveness

Baseline vs. Performance Measures to monitor efficacy of the inTABS book in aiding instant recall of the Times Tables.

Take baseline measures before inTABS Multiplication Book is used; retest after inTABS is used at various intervals to measure and monitor performance of how effective inTABs is in aiding instant recall of the times table.

This can be done in a number of ways in the classroom or home setting with the child:

 

‘Find all the 12’s’ method:

  1.  Ask the child to lift all the tabs on the book to the equations that equal 12 on the book (1×12, 12×1, 2×6, 6×2, 3×4, 4×3).  Using a stopwatch, note how long it took them to lift all 6 tabs that contain 12 as the answer – this is your baseline measure.
  2. Retest them at intervals after inTABS is used for learning (eg. weekly) to monitor how quickly they can perform the same task – this is your performance improvement measure.
  3. This method can be used in the same way for ‘Find all the 24’s‘ or  Find all the 36’s’ as next levels of monitoring and/or for more advanced learners.

 

‘Single table’ method:

  1. If the child is focussing on a particular table for learning e.g. their x7 table: ask a set number of equations (6 questions on the x7 table). Using a stop watch, note time how many seconds the child takes to say the correct answer using mental recall only and then calculate the average time taken (number of seconds in total for the 6 questions divided by 6). This mean time for a particular table is your baseline measure.
  2. Retest them at intervals using the same questions after inTABS is used for learning that table (eg. weekly) to monitor how quickly they can perform the same task – these new means are your performance improvement measures.
  3. This method can be used in the same way for any particular table the child is currently learning (or struggling with).

 

Randomised equations‘ method:

  1. Same as the ‘Single table’ method above but timing the child on a set number of randomised equations from anywhere on the whole times table grid (e.g. 6 or 12 questions) to derive mean times of mental recall as the baseline measure and then retesting after inTABS is used for learning at set intervals on the same questions to derive performance measures.
  2. This method is suitable for more advanced learners as well as advancing learners after extended periods of use with the inTABs book.

 

2016 School Multiplication Test

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Times tables ‘to be tested by age 11’

Every pupil in England will be tested on their times tables before leaving primary school

 

  • 3 January 2016
A classroom of children

Every pupil in England will be tested on their times tables before leaving primary school, under government plans.

Pupils aged 11 will be expected to know their tables up to 12×12, and will be tested using an “on-screen check”.

The checks will be piloted to about 3,000 pupils in 80 primary schools this summer, before being rolled out across the country in 2017.

Education Secretary Nicky Morgan said maths was a non-negotiable aspect of a good education.

The “on-screen check” examination will involve children completing multiplication challenges against the clock, which will be scored instantly.

The Department for Education says it is the first use of on-screen technology in National Curriculum tests.

Teacher scrutiny

Ms Morgan has also said teachers will be judged by the results of the tests: “Since 2010, we’ve seen record numbers of 11 year olds start secondary school with a good grasp of the three Rs. But some continue to struggle.

“That is why, as part of our commitment to extend opportunity and deliver educational excellence everywhere we are introducing a new check to ensure that all pupils know their times tables by age 11.

“They will help teachers recognise those pupils at risk of falling behind and allow us to target those areas where children aren’t being given a fair shot to succeed.”

In 2015, 80% of Year 6 pupils achieved Level 4 in maths, reading and writing, up from 78% last year.

But Labour says standards are being threatened by a shortage of teachers, and in the past some teaching unions have warned additional tests can place unwelcome pressure on teachers and pupils.

 

Source: BBC NEWS

 

 

Master Multiplication easily & effectively

 

 

IT does NOT improve Maths

Computers ‘do not improve’ pupil results, says OECD

The think tank says frequent use of computers in schools is more likely to be associated with lower results

 

“Education systems which have invested heavily in information and communications technology have seen “no noticeable improvement” in Pisa test results for reading, mathematics or science.” (OECD)

  • 5 hours ago

bbc news oecd doubts about positive impact of technology on school learning

The OECD study has raised ”doubts” about the positive impact of technology on school learning

Investing heavily in school computers and classroom technology does not improve pupils’ performance, says a global study from the OECD.

The think tank says frequent use of computers in schools is more likely to be associated with lower results.

The OECD’s education director Andreas Schleicher says school technology had raised “too many false hopes”.

Tom Bennett, the government’s expert on pupil behaviour, said teachers had been “dazzled” by school computers.

The report from the Organisation for Economic Co-operation and Development examines the impact of school technology on international test results, such as the Pisa tests taken in more than 70 countries and tests measuring digital skills.

It says education systems which have invested heavily in information and communications technology have seen “no noticeable improvement” in Pisa test results for reading, mathematics or science.

Unplugged

“If you look at the best-performing education systems, such as those in East Asia, they’ve been very cautious about using technology in their classrooms,” said Mr Schleicher.

“Those students who use tablets and computers very often tend to do worse than those who use them moderately.”

Computer use graph

Annual global spending on educational technology in schools has been valued at £17.5bn, by technology analysts Gartner. In the UK, the spending on technology in schools is £900m.

The British Educational Suppliers Association (BESA) says schools have £619m in budgets for ICT, with £95m spent on software and digital content.

But Mr Schleicher says the “impact on student performance is mixed at best”.

The report says:

  • Students who use computers very frequently at school get worse results
  • Students who use computers moderately at school, such as once or twice a week, have “somewhat better learning outcomes” than students who use computers rarely
  • The results show “no appreciable improvements” in reading, mathematics or science in the countries that had invested heavily in information technology
  • High achieving school systems such as South Korea and Shanghai in China have lower levels of computer use in school
  • Singapore, with only a moderate use of technology in school, is top for digital skills

“One of the most disappointing findings of the report is that the socio-economic divide between students is not narrowed by technology, perhaps even amplified,” said Mr Schleicher.

Andreas Schleicher
Image captionAndreas Schleicher has warned about students copying their homework from the internet

He said making sure all children have a good grasp of reading and maths is a more effective way to close the gap than “access to hi-tech devices”

He warned classroom technology can be a distraction and result in pupils cutting and pasting “prefabricated” homework answers from the internet.

The study shows “there is no single country in which the internet is used frequently at school by a majority of students and where students’ performance improved”.

Among the seven countries with the highest level of internet use in school, it found three experienced “significant declines” in reading performance – Australia, New Zealand and Sweden – and three more had results that had “stagnated” – Spain, Norway and Denmark.

The countries and cities with the lowest use of the internet in school – South Korea, Shanghai, Hong Kong and Japan – are among the top performers in international tests.

The study did not gather a figure for the UK’s internet time in class, but the UK has among the highest levels of computers per pupil.

Computers per students

But Mr Schleicher says the findings of the report should not be used as an “excuse” not to use technology, but as a spur to finding a more effective approach.

He gave the example of digital textbooks which can be updated as an example of how online technology could be better than traditional methods.

Mark Chambers, chief executive of Naace, the body supporting the use of computers in schools, said it was unrealistic to think schools should reduce their use of technology.

“It is endemic in society now, at home young people will be using technology, there’s no way that we should take technology out of schools, schools should be leading not following.”

John Morris
Image captionHead teacher John Morris: “When people say too much money is being spent on technology in school, my response is: ‘Nonsense'”

Computers in UK schools

  • 1.3m desktop computers
  • 840,000 laptops
  • 730,000 tablets (expected to rise to 939,000 next year)
  • 22% are “ineffective”

Source: BESA


Microsoft spokesman Hugh Milward said: “The internet gives any student access to the sum of human knowledge, 3D printing brings advanced manufacturing capabilities to your desktop, and the next FTSE 100 business might just as well be built in a bedroom in Coventry as in the City.”

Head teacher John Morris also strongly rejected the idea.

“We’re preparing our children for jobs that don’t yet exist,” said Mr Morris, head of Ardleigh Green junior school in the London Borough of Havering.

“We’re training them to use technology which hasn’t yet been invented. So how can you possibly divorce technology from industry or from teaching and learning?

“When people say too much money is being spent on technology in school, my response is ‘Nonsense’. What we need is more money, more investment.”

The government’s behaviour expert Tom Bennett said there might have been unrealistic expectations, but the “adoption of technology in the classroom can’t be turned back”.

England’s schools minister Nick Gibb said: “We want all schools to consider the needs of their pupils to determine how technology can complement the foundations of good teaching and a rigorous curriculum, so that every pupil is able to achieve their potential.”

Read full article here

 

 

Maths more important than IT / Computers

Computers ‘do not improve’ pupil results, says OECD

“Making sure all children have a good grasp of …maths is a more effective way to close the gap than “access to hi-tech devices”” (OECD)

  • 5 hours ago

bbc news oecd doubts about positive impact of technology on school learning

The OECD study has raised ”doubts” about the positive impact of technology on school learning

Investing heavily in school computers and classroom technology does not improve pupils’ performance, says a global study from the OECD.

The think tank says frequent use of computers in schools is more likely to be associated with lower results.

The OECD’s education director Andreas Schleicher says school technology had raised “too many false hopes”.

Tom Bennett, the government’s expert on pupil behaviour, said teachers had been “dazzled” by school computers.

The report from the Organisation for Economic Co-operation and Development examines the impact of school technology on international test results, such as the Pisa tests taken in more than 70 countries and tests measuring digital skills.

It says education systems which have invested heavily in information and communications technology have seen “no noticeable improvement” in Pisa test results for reading, mathematics or science.

Unplugged

“If you look at the best-performing education systems, such as those in East Asia, they’ve been very cautious about using technology in their classrooms,” said Mr Schleicher.

“Those students who use tablets and computers very often tend to do worse than those who use them moderately.”

Computer use graph

Annual global spending on educational technology in schools has been valued at £17.5bn, by technology analysts Gartner. In the UK, the spending on technology in schools is £900m.

The British Educational Suppliers Association (BESA) says schools have £619m in budgets for ICT, with £95m spent on software and digital content.

But Mr Schleicher says the “impact on student performance is mixed at best”.

The report says:

  • Students who use computers very frequently at school get worse results
  • Students who use computers moderately at school, such as once or twice a week, have “somewhat better learning outcomes” than students who use computers rarely
  • The results show “no appreciable improvements” in reading, mathematics or science in the countries that had invested heavily in information technology
  • High achieving school systems such as South Korea and Shanghai in China have lower levels of computer use in school
  • Singapore, with only a moderate use of technology in school, is top for digital skills

“One of the most disappointing findings of the report is that the socio-economic divide between students is not narrowed by technology, perhaps even amplified,” said Mr Schleicher.

Andreas Schleicher
Image captionAndreas Schleicher has warned about students copying their homework from the internet

He said making sure all children have a good grasp of reading and maths is a more effective way to close the gap than “access to hi-tech devices”

He warned classroom technology can be a distraction and result in pupils cutting and pasting “prefabricated” homework answers from the internet.

The study shows “there is no single country in which the internet is used frequently at school by a majority of students and where students’ performance improved”.

Among the seven countries with the highest level of internet use in school, it found three experienced “significant declines” in reading performance – Australia, New Zealand and Sweden – and three more had results that had “stagnated” – Spain, Norway and Denmark.

The countries and cities with the lowest use of the internet in school – South Korea, Shanghai, Hong Kong and Japan – are among the top performers in international tests.

The study did not gather a figure for the UK’s internet time in class, but the UK has among the highest levels of computers per pupil.

Computers per students

But Mr Schleicher says the findings of the report should not be used as an “excuse” not to use technology, but as a spur to finding a more effective approach.

He gave the example of digital textbooks which can be updated as an example of how online technology could be better than traditional methods.

Mark Chambers, chief executive of Naace, the body supporting the use of computers in schools, said it was unrealistic to think schools should reduce their use of technology.

“It is endemic in society now, at home young people will be using technology, there’s no way that we should take technology out of schools, schools should be leading not following.”

John Morris
Image captionHead teacher John Morris: “When people say too much money is being spent on technology in school, my response is: ‘Nonsense'”

Computers in UK schools

  • 1.3m desktop computers
  • 840,000 laptops
  • 730,000 tablets (expected to rise to 939,000 next year)
  • 22% are “ineffective”

Source: BESA


Microsoft spokesman Hugh Milward said: “The internet gives any student access to the sum of human knowledge, 3D printing brings advanced manufacturing capabilities to your desktop, and the next FTSE 100 business might just as well be built in a bedroom in Coventry as in the City.”

Head teacher John Morris also strongly rejected the idea.

“We’re preparing our children for jobs that don’t yet exist,” said Mr Morris, head of Ardleigh Green junior school in the London Borough of Havering.

“We’re training them to use technology which hasn’t yet been invented. So how can you possibly divorce technology from industry or from teaching and learning?

“When people say too much money is being spent on technology in school, my response is ‘Nonsense’. What we need is more money, more investment.”

The government’s behaviour expert Tom Bennett said there might have been unrealistic expectations, but the “adoption of technology in the classroom can’t be turned back”.

England’s schools minister Nick Gibb said: “We want all schools to consider the needs of their pupils to determine how technology can complement the foundations of good teaching and a rigorous curriculum, so that every pupil is able to achieve their potential.”

 

Read full article here

 

Innumeracy “National Scandal”

The Department for Education said it was a “national scandal” that almost half the adult population have poor numeracy skills

 

As a report finds that millions of adults have numeracy skills expected of an 11 year old, UK companies, fearful their workers will not spot “rogue figures”, are training employees in basic maths.

UK comapnies are having to train employees in basic maths as a report finds that millions of adults have the maths' skills of an 11 year old. Getty

The National Numeracy charity says that adults are struggling to calculate change and understand their payslips. It calls for the UK to change its attitude to maths so that being bad at maths should no longer be seen as a “badge of honour”.

‘Blights individual’s chances’

Young people with poor numeracy are twice as likely to be excluded from school, we know adults with poor numeracy are twice as likely to be unemployed, said Chris Humphries, chairman of National Numeracy. Poor numeracy “seriously blights” individual’s life chances, he added.

Figures from a Government survey published last year show that 17 million adults in England have basic maths skills that are, at best, the same as an 11-year-olds.

How good is your maths? You can test your maths here by doing the question below, which is the ‘adult numeracy level 1’ for maths, which is similar to GCSE level.

For more tests you can click on this link to one of the exam boards.

The repair bay is 11.8 metres long and 6.2 metres wide. The owner calculates the area as 73.2 square metres. Which calculation gives the closest estimate of the area of the repair bay?
A 11 x 6
B 11 x 7
C 12 x 6
D 12 x 7

To try more questions click on this link.

Politicians, schools and business leaders have talked about improving people’s maths for decades, but more attention has been paid to improving literacy rates, according to Mike Ellicock, chief executive of National Numeracy. “The perennial problem is that people talk about numeracy and literacy but the focus is on literacy skills because they’re easier to do,” he said.

A YouGov poll of 2,068 adults, commissioned by National Numeracy, reveals that while four in five would feel embarrassed to tell someone they were bad at reading and writing, only 56 per cent would feel embarrassed about admitting their poor maths skills.

The number of UK adults with poor maths skills is a growing problem for employers, who need to train some employees in mental aritmethic, such as working out percentage changes and fractions.

Remedial Maths

James Fothergill, head of education and skills at employers’ group the CBI, told Channel Four Newsthat when it questioned its business members last year around one in five said that they had to teach school leavers remedial maths. “It’s really important that [employees] are helped to apply maths skills and concepts in practical situations, such as being able to work out what a 30 per cent discount is without doing it on the till,” Fothergill said.

Two thirds of businesses surveyed by the CBI said they were concerned about employees’ ability to spot “rogue figures”. The poor numeracy could have serious consequences for businesses because it may potentially increase the risk of errors in accounts or fraud going undetected. The CBI thinks that pupils who don’t get at least a grade C at GCSE should be required to carry on studying maths until they do so.

Graeme Hughes, group director at human resources and corproate affairs at Nationwide Building Society, said that the number of job candidates it interviewed who couldn’t do basic maths had increased slightly in the past few years.

Nationwide works with schools to teach numeracy and help children learn how to manage their money – such as how to avoid getting into debt or to understand different types of interest rate.

‘National Scandal’

Being able to do mental arithmetic isn’t always essential in the workplace, however. One big recuitment company told Channel Four News that employers often value computer skills in employees more than mental arithmetic.

“As there is increasing reliance in many sectors on computers and automated systems, we find that many employers are more concerned that candidates have strong numeracy skills linked to computer packages such as Microsoft Excel, rather than mental arithmetic skills,” said Simon Baddeley, senior regional director at Reed Specialist Recruitment. “We test candidates to see if they possess these skills as it is important for many roles that they have a good understanding of computer databases, can create formulas, possess the basic maths to create and manage databases, and – crucially – spot any errors in automated systems.

John Lewis said that it helps employees improve their maths skills by providing free web-based learning, or paying for half of tution costs at local colleges.

Despite the concerns over the numeracy of millions of adults, more people are studying maths at UK universities. The number of people accepted to study mathematical and computer sciences at UK universities has increased steadily over the past five years – from 24,722 in 2006 to 33,407 in 2011, according to figures from Ucas.

The Department for Education said it was a “national scandal” that almost half the adult population have poor numeracy skills. It said it wanted the vast majority of young people to continue to study maths up to 18 within a decade to meet the growing demand for employees with high-level and intermediate maths skills.

“We are undertaking a root and branch review of how maths is taught in schools, attracting the best maths graduates into the profession, strengthening training through our network of specialist teaching schools and we are overhauling GCSEs and A-levels to make sure they are robust and in line with the best education systems in the world,” the DfE said in a statement.

(Article source: Channel 4)

Read full article here

Why Learn Multiplication?

Times Table is key to numeracy

What is 9×8?  …….   7×8?  ……. 12×12?

If you or your child struggle with instant recall of the multiplication table, then you are not alone. Millions of us struggle with numeracy:

17 million adults in England have numeracy skills at/below primary school level” (Gov.uk, 2011)

This article will examine research findings that show the key to numeracy is knowing the multiplication table off by heart (i.e. achieving instant recall of the times tables) and how dyslexia, dyscalculia and SEN children can effectively master this through kinaesthetic learning thanks to the ground-breaking work done by inTABS™ , an innovative publication company from Oxford.

 

Is numeracy important?

Surely, you can get by in life without numeracy just as easily?

Research shows that being innumerate or innumeracy, which is defined as ‘unfamiliar with mathematical concepts and methods; unable to use mathematics; not numerate’, has devastating outcomes for children in terms of general long-term social deprivation, poor education (more than twice as likely to be excluded & play truant), unemployment (more than twice as likely to be unemployed), crime (65% of prisoners have numeracy below primary school levels), poor health, higher mortality and mental health issues. In short, innumeracy is a critical factor in poverty and social inequality and the associated costs to UK economy are over £20billion per year (source: National Numeracy).

 

Root causes of innumeracy

It seems that we have to make sure we get the fundamentals right first and foremost and at an early age.

Research shows that the key to numeracy is mastery of the multiplication or times table given it is cardinal to progression in maths (for division, long multiplication, algebra, fractions, percentages etc.):

” Pupils without instant recall of multiplication tables struggle in maths”  (Ofsted, 2011)

“Many low-attaining secondary pupils struggle with instant recall of tables” (Ofsted, 2011)

In fact, the study by Ofsted, the schools watchdog found that many primary schools fail to teach the times tables properly (Ofsted, 2011).

All very worrying and may go some way to explaining why Britain has sunk to near bottom of the developed world for numeracy (OECD, 2013)

 

Change in education law

This is why the British Government have just declared a ‘War on Innumeracy’ with the new mandate:

“Every child in Britain will have to know their times tables off by heart by 11” (Department for Education, 2015)

Ahead of tough new testing on this starting 2016 in Primary schools using against-the-clock tests with strict accountability that no child leaves without knowing their tables off by heart.

Thus, knowing off by heart the multiplication table (i.e. achieving instant recall) is absolutely crucial and evidently the difference between maths success and failure.

 

What about children with Dyslexia / Dyscalculia?

Mastering the times table presents a bigger challenge for children who have dyslexia and/or dyscalculia (from Greek/Latin to mean ‘counting badly’) – why?

Firstly, deciphering numbers is subject to the same conditions as letters for dyslexics but the provision of coloured overlays is concentrated on literacy which means numbers are mostly overlooked although, arguably, numeracy has a more profound impact on outcomes.

Secondly, dyslexia and dyscalculia are overlapping conditions in the majority of cases (50-60% of dyslexics have dyscalculia) whilst others have dyscalculia alone.

Developmental Dyscalculia is defined by the APA (2013) as a ‘specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations’ with prevalence at c.5% but general “‘mathematical learning difficulties’…are very prevalent and often devastating in their impact on schooling, further and higher education and jobs. Prevalence in the UK is at least 25%.” (BDA.org).

Dyscalculia can itself overlap with ADHD / ADD (BDA.org).

Thus, what help is out there for these and other Special Education Needs (SEN) learners who don’t necessarily thrive from traditional rote learning classroom methods but learn best through kinaesthetic or interactive learning?

 

Innovative solution

inTABS™  have psychologically developed a “revolutionary” way for dyslexia, dyscalculia, SEN children to learn their times tables off by heart in a highly effective, fun and simple manner.

inTABS™ ( short for ‘interactive tables’) Multiplication book uses special dyslexia friendly font and colours – one of the first in the country to do so, whilst the kinaesthetic or multi-sensory element uses principles of Conditioning from Psychology: repeated interactions between equations and answers on the interactive book creates powerful associations for memory and recall.

inTABS™ objective is inclusion: “every child counts” in addressing educational inequality. Their book “brings learning to life“, empowering children of all differing abilities to master the times table quickly and effectively so that they don’t struggle or fall behind in numeracy and thereby ultimately improving their life prospects.

 

VIEW PRODUCT HERE

 

Watch 1 minute BBC video on how the Times Table is practical skill in the real world