How does inTABS™ work?

To acquire behaviour, the student must engage in behaviour…learning by doing.” (B.F. Skinner, psychologist)

stamp kinaesthetic 200x200

inTABS™ ‘brings learning to life’ for instant mastery of the times table that lasts a life-time.

inTABS™ (shortened form of Interactive Tables) is a powerful kinaesthetic or 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 must 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 with focus now firmly centred upon this in the new Government mandate: “Every child in Britain will have to know their times tables off by heart by 11″ ahead of “tough” against-the-clock testing on mental recall of times tables 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 current/pre-existing methods worked, then we wouldn’t have an innumeracy crisis in Britain (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 / 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 [maths] 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 to enable progress in maths.  It’s perhaps best summed up in the words of the Ofsted Education Director:

“Without [instant recall] 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 can gain mastery of the times table 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

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

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

 

 

Instant Recall of Multiplication vital

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

Why is instant recall of Multiplication vital?

Instant recall of times tables is KEY to maths (the building blocks for division, fractions, algebra, long multiplication, percentages etc) which is why the Government have issued the new mandate:

every child in Britain will have to know their times tables off by heart by 11“.

In fact, a report by Ofsted, the schools watchdog, found that:

pupils without instant recall of the multiplication table struggle in maths”.

Many low-attaining secondary pupils struggle with instant recall of tables“.

Lack of fluency with multiplication tables is a significant impediment to fluency with multiplication and division“.

It is really important that children have the tools of arithmetic at their finger tips.” “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)

Read Full article here

Empower your child     >     Ensure they don’t struggle in maths     >     Enjoy learning maths

 

 

Schools FAILING to teach Times Tables properly

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

A report by Ofsted, the schools watchdog, found that:

Many primary schools fail to teach the times tables properly”.

It also condemned a modern teaching method which replaces traditional learning with “chunking” numbers as “cumbersome and confusing”. The method, which often baffles parents, was described as “cumbersome and confusing”, particularly for the lower attaining pupils that it was initially introduced to help.

If we don’t get it right at primary, then it becomes much harder for children to catch up” (Education Secretary)

 

(Article source: Telegraph)

Read full article here

 

Government announces ‘War on Innumeracy’

“We will expect every pupil by the age of 11 to know their times tables off by heart” (DfE)

“Apparently head teachers will be sacked should any – yes, any – child fail the new test.”

Nicky Morgan announces 'war on illiteracy and innumeracy'

Education Secretary Nicky Morgan: “If we don’t get it right at primary, then it becomes much harder for children to catch up”

All children in England will be expected to know up to their 12 times table when they leave primary school, the government has announced.

Education Secretary Nicky Morgan said pupils aged 11 should also know correct punctuation, spelling and grammar.

Labour said the “surest way” to raise standards was to improve the quality of teaching in the classroom.

Mrs Morgan indicated the Conservatives would ring-fence most of the schools budget if they won May’s election.

‘Master the basics’

Under the Conservatives’ plans, pupils would not be made to re-sit planned new tests until they passed, but the school could be subject to measures if they failed.

A school that failed to get every pupil to pass the tests for two years running could be paired with an outstanding school to gain extra support. It could also become part of a teacher swap where heads of departments from good schools take over temporarily.

“We have to be ambitious for our young people. If you don’t get it right at primary, then it becomes much harder for children to catch up at secondary school,” Mrs Morgan told BBC 1’s Andrew Marr show.

Key Stage Two tests already include questions on times tables and long division but pupils are given an overall mark, not for individual sections.

Mrs Morgan plans to make times tables a separate section within the maths test.

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Analysis by political correspondent Robin Brant

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Nicky Morgan’s undertaking to protect school budgets raises the question of where the axe will fall

Promising to protect spending on schools in England is not a big surprise. The Tories had already pledged to increase it to £53bn this year, and the Lib Dems have already gone further, saying they’d extend it to two to 19-year-olds.

But Nicky Morgan’s nod on TV this morning leads to the inevitable question: where will the next round of cuts come, then? If school spending in England is protected, as well as the NHS and international aid, what will the Conservatives cut further to hit their deficit target?

The generals at the MoD will fear it will be them again – although the evidence on welfare suggests they may want to go further there too.

For the record, Labour has said it plans to get the deficit down “as soon as possible” in the next five years but it is yet to lay out its specific plans for education spending.

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In an article for the Sunday Times, Mrs Morgan wrote that she would “launch a war on illiteracy and innumeracy.”

“We will expect every pupil by the age of 11 to know their times tables off by heart, to perform long division and complex multiplication and to be able to read a novel,” she said.

“They should be able to write a short story with accurate punctuation, spelling and grammar.

“Some will say this is an old-fashioned view, but I say that giving every child the chance to master the basics and succeed in life is a fundamental duty of any government.”

In a wide-ranging interview, Mrs Morgan was asked about money and appeared to suggest the schools budget for pupils aged five to 16 would be ring-fenced.

“We’re going to have more to say on schools funding very shortly but what I can say is that I am absolutely fighting for the schools budget to be protected,” she said.

Liberal Democrat schools minister David Laws said no-one would take the Conservatives seriously until they committed to “protecting the education budget from cradle to college”.

‘Mistakes happen’

Mrs Morgan has set a new target for England to be the best in Europe, and among the top five countries in the world, for English and maths by 2020.

The latest Pisa league table, which ranks the test results of 15-year-olds from 65 countries, puts the UK at 26th for maths and 23rd for reading.

Shadow education secretary Tristram Hunt MP said Labour would reverse the rule change under David Cameron’s government which allowed unqualified teachers into the classroom on a permanent basis.

“This is how we improve the learning and life chances for all children and raise our international position in reading, writing and maths,” he said.

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Christine Blower, general secretary of the National Union of Teachers, said “our children are among the most tested in the world” and “we do not need more of the same”.

“Our schools need to be accountable, but the current system stifles creativity, leads to ‘teaching to the test’ and does not promote sustainable improvements in education,” she said.

Russell Hobby, general secretary of the National Association of Headteachers (NAHT) described the new tests as a “gimmick” during the election season.

“Apparently head teachers will be sacked should any – yes, any – child fail the new test. We are all for aiming high but, remember, this is a short test taken by a young child,” he said.

“Mistakes happen, children feel under the weather or have a bad evening beforehand. This does not mean that teachers are not working as hard as possible.”

On the Andrew Marr show, Mrs Morgan was asked about the Independent on Sunday’s lead story that former education secretary Michael Gove was still receiving paperwork from her department.

She dismissed the report as “complete nonsense” and said Mr Gove, who is now Commons chief whip, had been “nothing but supportive” since she took the job.

“The chief whip is of course going to see paperwork that goes for a number of departments… I know the chief whip has to be across all portfolio areas. But I am very much in charge of the education department,” she said.

(article source: www.bbc.co.uk/news/uk-31079515)

 

HOW TO ENSURE YOUR CHILD KNOWS THEIR TABLES OFF BY HEART