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.]?
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 Classical Conditioning from Psychology: through repeated interactions between the equations and answers, strong associations are formed. Thus, the end result is a conditioned or automatic reaction when the equation alone is presented, i.e. instant recall! Seemingly simple but devastating in its effectiveness.
Moreover, owing to the multi-sensory nature of learning involved, the deeper level of processing means that not only will it work on gaining instant recall but also on retaining it over time.
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 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 or interactive learning methods have been used with great success in Montessori schools.
This book 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 but also form an interesting ‘arc’ on the grid and the same again for 24 and 36 etc. This Facilitates an understanding of the relative relationships between numbers and their symmetries (3 X 4 is the same as 4 X 3 and so on) as well as making learning fun, engaging and interesting .
This can 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 in the current situation of Britain being near 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 crucial as emphasised by the new Government mandate “every child in Britain will have to know their times tables off by heart by 11″ ahead of new ‘tough’ testing on mental recall of tables starting in 2016.
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 arguably more so than the impact of illiteracy. The educational gap and 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 these 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“.
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 given the right tools. In short with inTABS: Every Child Counts!