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 

 

 

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 

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

“Nation of maths dunces”

Nation of maths dunces: 17 million adults would fail tests set for primary schoolchildren

Seventeen million adults – nearly half the working population – have the maths skills of a child at primary school, a report revealed yesterday.

Their grasp of numbers is so poor that they struggle to work out deductions on their pay slips or calculate change.

The number who struggle with basic numeracy has grown by two million over the past decade, even though billions of pounds has been poured into schemes to improve standards.

Enlarge  

How would you score in the numeracy test?

How would you score in the numeracy test?

The scale of poor numeracy far exceeds the equivalent figure for poor literacy, which is now five million.

The report, released by a new charity, National Numeracy, found that 49 per cent of working-age adults in England are so bad at maths that they have no more than the skills expected of a nine to 11-year-old and would struggle with graphs and charts.

About half of these adults – a quarter of the working population – have only the abilities expected of a seven to nine-year-old and might struggle to pay household bills.

Launching the report, National Numeracy said school-leavers who have failed to master basic maths are more likely to end up jobless, in prison or pregnant at a young age.

The charity said Britain’s low numeracy levels, which place us 17th in a global league of 30 nations, are partly due to decades of neglect of maths in schools. But it also blamed a prevalent attitude that it is a ‘badge of honour’ to be bad at the subject and to have a ‘can’t do it’ attitude.

Support: Countdown mathematician Rachel Riley is fronting a campaign for adults to brush up on their maths skills

Support: Countdown mathematician Rachel Riley is fronting a campaign for adults to brush up on their maths skills

Chris Humphries, chairman of National Numeracy and former chief executive of the UK Commission for Employment and Skills (UKCES), said:

‘Official Government figures quote that 17million people have maths capabilities, at best, of the age of an 11-year-old.

‘And actually half of that group’s capacity tends to operate down around the level of a nine-year-old.

‘That’s a scary figure, because it means that they often can’t understand deductions on their payslip.

‘They have problems with timetables, they are certainly going to have problems with tax and even with interpreting graphs and charts that are necessary for their jobs.

‘The truth is that numeracy has been hidden behind literacy.

‘We’ve made excellent progress in literacy. The investment in basic skills has demonstrated that good quality programmes, good quality teachers, proper PR and publicity and a real attention to drawing adults in can make a big improvement.’

Mr Humphries lamented that maths had been ‘downgraded’ in the UK, particularly from the 1970s onwards.

‘The history of attitudes and concerns about mathematics in the UK, and particularly in England, dates back 40 years,’ he said. ‘We’re quite realistic, we don’t expect to transform this particular issue overnight.’

He said there was no ‘straight answer’ to the question of why Britain had a poor attitude to maths, but included a ‘stronger focus that we have had in this country since the [Second World] War on the arts and humanities and social science’.

Mike Ellicock, chief executive of National Numeracy, said: ‘We want to challenge this “I can’t do maths” attitude that is prevalent in the UK.

‘It’s often a boast or a badge of honour, and that’s across the whole of the social spectrum.

‘A huge part of the message is breaking down this view that’s held in this country that maths is a “can do, can’t do” thing, that it’s genetic, “I can’t do it, my mum couldn’t do it” and that kind of thing.

‘There’s absolutely no evidence for that.’

A poll for the group found that 80 per cent of adults questioned would be embarrassed to say they could not read or write properly, yet only 56 per cent would be ashamed of admitting they were bad at maths.

It has been found that many adults lack the maths skills expected of a nine-year-old

It has been found that many adults lack the maths skills expected of a nine-year-old (Posed by model)

The new organisation, whose founding sponsors alongside Nationwide Building Society include the Rayne Foundation, Oxford University Press and John Lyon’s Charity, is the first dedicated solely to boosting numeracy skills. It is backed by Rachel Riley, the mathematician on Channel Four’s Countdown.

Endorsing the charity’s aims, BT chairman Sir Mike Rake said: ‘Poor numeracy is the hidden problem that blights the UK economy and ruins individuals’ chances in life.

‘It’s so often overshadowed by concerns about literacy, and yet there is evidence to suggest that numeracy may be an even clearer indicator of economic and personal success.’

(Article source: Daily Mail)

Read full article here

Is Numeracy important?

What is the issue?

Low levels of numeracy are a long-term problem for the UK.

1. Numeracy skills have got worse, not better

Proportion of working age adults in England with skills levels equivalent to GCSE “C” grade or above

2. High numeracy is connected to better…

3. The UK risks becoming less competitive internationally

The scale and cost of the issue

The causal chain of poor numeracy

In the UK, socio-economic background influences a child’s achievement by 10% to 20%

30% wrongly assume that maths is a skill
you are born with, rather than a skill
that can be learnt

At school, children are often not prepared for using maths in everyday life

Of 15-16 year olds doing GCSE maths in the UK…

24% of 16-24 year olds achieving A*-C grade at GCSE reach the equivalent level in the Skills for Life assessment

1 in 4 adults in the UK believe school maths did not prepare them well for maths in everyday life

Among those aged 24+
numeracy skills decline with age

 But too few people take steps to improve their numeracy

 

Data sources:
Skills for Life 2011; PIAAC 2014; National Numeracy YouGov Survey 2014

Note:
When we say “low numeracy” we usually mean those below Level 2 on the UK adult qualifications scale.

Image credits:
Created by Christian Wad and Jack Curry from the Noun Project.

Article source: National Numeracy

 

Read 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