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

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 

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

 

Good Numeracy KEY to Health & Wealth

national-numeracy-logo[1]

 

“Good numeracy is the best protection against unemployment, low wages and poor health.” (OECD)

 

We use maths in every aspect of our lives at work and in practical everyday activities at home and beyond. We use maths when we go shopping or plan a holiday, decide on a mortgage or decorate a room. Good numeracy is essential to us as parents helping our children learn, as patients understanding health information, as citizens making sense of statistics and economic news. Decisions in life are so often based on numerical information: to make the best choices, we need to be numerate.

 

High numeracy is connected to better…

 

Research from a review of adult up-skilling in numeracy by the Department for Business, Innovation and Skills has demonstrated that improving numeracy directly contributes to growth in personal and social confidence

The digital age

The digital age presents us with more numerical data than ever before and puts a new premium on numeracy skills.

Computers can do the mathematical processing for us, but we need good numeracy in order to use them effectively – to enter the right data and decide whether the answer seems approximately right.

Right now around 90% of new graduate jobs require a high level of digital skills (Race Online 2012), and digital skills are built on numeracy.

 

Maths is absolutely crucial for your everyday life and international research tells us that good numeracy is the best protection against unemployment, low wages and poor health.” (Mike Ellicock, chief executive of the charity National Numeracy)

 

(Article Source: National Numeracy)

Read the full article here

Poor Numeracy: more than twice as likely to be unemployed

national-numeracy-logo[1]

“People with poor numeracy skills are more than twice as likely to be unemployed”

 

Innumeracy costs the UK £20.2 Billion per year; 17 million adults (nearly half of the adult population) have numeracy at/below primary school level.

There is substantial evidence that low numeracy skills are associated with poor outcomes:

  • Employment
    People with poor numeracy skills are more than twice as likely to be unemployed
  • Wages
    Recent data by the OECD show a direct relationship between wage distribution and numeracy skills
  • Health
    In OECD and UK basic skills reports, the correlation between poor numeracy and poor health is clear; data from the British Cohort Studies have shown that there is also a link between depression and poor numeracy
  • Social, emotional and behavioural difficulties
    Children with these problems are more likely to struggle with numeracy, even taking into account factors such as home background and general ability
  • School exclusions
    Pupils beginning secondary school with very low numeracy skills but good literacy skills have an exclusion rate twice that of pupils starting secondary school with good numeracy skills
  • Truancy
    14-year-olds who have poor maths skills at 11 are more than twice as likely to play truant
  • Crime
    A quarter of young people in custody have a numeracy level below that expected of a 7-year-old, and 65% of adult prisoners have numeracy skills at or below the level expected of an 11-year-old.

Poor numeracy is also a problem in its own right. It can affect people’s confidence and self-esteem. Research from a review of adult up-skilling in numeracy by the Department for Business, Innovation and Skills has demonstrated that improving numeracy directly contributes to growth in personal and social confidence

The digital age

The digital age presents us with more numerical data than ever before and puts a new premium on numeracy skills.

Computers can do the mathematical processing for us, but we need good numeracy in order to use them effectively – to enter the right data and decide whether the answer seems approximately right.

Right now around 90% of new graduate jobs require a high level of digital skills (Race Online 2012), and digital skills are built on numeracy.

(Article source: National Numeracy)

 

“Good numeracy is the best protection against unemployment, low wages and poor health.” (OECD)

 

Read the full article here