Threading instruction improves weak children's arithmetic

Eurakalert ^ | Apr 11, 2003 | Nalinie Moerlie

[Diddley]

Dutch research has revealed that pupils at special schools for primary education can best learn arithmetic using one specific strategy. When adding and subtracting with numbers less than 100, these pupils make least mistakes when using the so-called threading strategy (for example, 65 - 23 = 65 - 20-3).

Bauke Milo investigated how children with learning difficulties can best learn to add and subtract numbers less than 100. Arithmetic lessons using modern methods challenge pupils to come up with their own solutions.
However, children with learning difficulties require a different approach. The skills expected in modern arithmetic education are out of the reach of many children at special schools for primary education.

Milo followed a total of 70 pupils in special primary education who could manage to add and subtract numbers up to 20 but had not yet mastered the same for numbers up to 100. Over a period of six months, these pupils were coached in groups of 3 to 5 pupils. During this six-month period the researcher recorded the pupils on video. He also conducted several arithmetic tests.

The different groups were taught different methods for adding and subtracting numbers up to 100. There are two basic strategies for performing addition and subtraction: solving in threads or solving by splitting up. The threading strategy starts with the first whole number and then takes off tens and units, for example, 65 - 23 = 65 - 20 = 45, 45 - 3 = 42.
The splitting strategy makes separate calculations for tens and units and in the final phase combines the outcomes: 65 - 23 = 60 - 20 = 40, 5 -3 =2, 40 + 2 = 42.

The researcher found that children with behavioural or learning difficulties who received special education, rarely adapt their strategies to make these easier for themselves. However, the children that did do this and the children who used the threading strategy made fewer mistakes in their sums than pupils who only used the splitting strategy.

These results led Milo to call for arithmetic instruction which only makes use of the threading strategy. Only when the use of this strategy does not give any problems, the teacher can move on to the teaching of other methods.

[Diddley]

This article addresses children with learning difficulties.

However, our (US) regular students are 16th out of the top 16 industrialized nations (although our top students are the best).

Perhaps these techniques can be used for those students also.

[Thane_Banquo]

That's the way I've always done it.

[Diddley]

Note: Upon reaching the link, scroll down to the title.

[Diddley]

That's the way I've always done it.

:-)
My experience has shown me that many "sharp" people automatically do this.

[Ken H]

This is my favored method for doing advanced mathematics-- http://services.valdosta.edu/javascript/calculate.html

[goodnesswins]

That's the way to do math in your head easily.....and I'm NEVER surprised that they do NOT teach this stuff in schools. It seems so many of the teachers use NO imagination when teaching, except, of course, when helping students explore their sexuality.

[goodnesswins]

Hmmmm....my grandson must be pretty "sharp"....at age 6 he could add 3 digit numbers to 2 digit numbers....in his head. We're trying to make sure he gets it in his head to go to college....but, he wants to work OUTSIDE (his dad owns a small construction contracting company.) Have been trying to explain that getting an engineering or business degree still means he can work construction....but, he can be the boss!

[Diddley]

.....and I'm NEVER surprised that they do NOT teach this stuff in schools. . . . no imagination . . .

Many don't know the subject well (they can't use it with ease) and thus they don't really know how to teach it, IMO.

[Diddley]

, , , getting an engineering or business degree still means he can work construction....but, he can be the boss!

You are absolutely right. There are many thing learned "outside" of a degree, but the discipline from the accomplishment is priceless.

[jbstrick]

this is the ONLY way I can solve math problems. Interesting...

[goodnesswins]

Oh, c'mon.....I DON'T know the "subject" well....and I can figure out things like this to make math easier...but, maybe, it just donned on me, it's my systems type brain (I systemize EVERYTHING.)

[RJayneJ]

My husband has always done this and until High School he was in a one room schoolhouse. He is a home builder and for a quick idea of the cost of an option he just needs a close cost where precise isn't necessary. He can have it solved while I'm still looking for a pen and pad. };^D)
Actually, I do the same thing when quilting and what not.

[Sacajaweau]

We learned using a huge abacus in KINDERGARTEN. I was a few months short of 5 when I entered. It was a very structured education.

Kids in the younger grades at the present time are two years behind in many cases in both reading and math. They spend MUCH more time on art projects and junk and I'm talking 10X or 20X. I think teachers today, in the lower grades in particular, stink, and so do their attitudes.

[secret garden]

Is it anything like chisenbop?

[antaresequity]

That's the way I've always done it.

Me too...
Works for multiplication too

454 x 356 =

400 x 300
50 x 50
4 x 6

=

12000 + 2500  + 24 = 14524

This is how both genius kids and autistic number crunchers do it.

I started doing it this way when I was a wee tot....has served me well

Blows people away too so its fun

PS: Nobody taught me this...it just made more sense

 

[It's me]

You've described my 20 year old son perfectly!

[tiki]

That's what I was going to say.

[Sacajaweau]

I find this method in historical surveying data, circa 1800.

[edsheppa]

That's very funny.

[Diddley]

. . . but, maybe, it just donned on me, it's my systems type

Not only that (systems bype brain) but some teachers (not all), have little interest in the subject; it's all Greek to them.