| Copyright by Lisa Harp | | | | are brain exercises that will show the student how to |
| In the past few years there have been more and | | | | access the left hemisphere of the brain. These |
| more students needing special help with math. Not | | | | exercises are like magic, in that the once confused, |
| too long ago most of the help was given to students | | | | unorganized student can now function in a logical, |
| with reading problems. But now, math is taking over. | | | | organized manner. The language of math makes |
| And, it's no longer just boys who need help in math | | | | sense. Computations can be performed accurately. |
| or reading. Five years ago most of the students who | | | | The fear and anxiety can go away. Success can be |
| needed help in school were boys, but now girls are | | | | found. |
| appearing as frequently as boys. | | | | In addition to brain balancing exercises, the student |
| Math seems to be a much more difficult fix than | | | | can benefit from perceptual, spatial, and visual |
| reading. In part this is due to the increased standards | | | | memory activities. Memorizing facts can often be a |
| that are being imposed on students who are just not | | | | big chore for students, even though these very |
| developmentally ready. But there is also a definite | | | | students are extremely intelligent. If a student has |
| processing problem as far as math goes. Students | | | | not mastered basic math facts, then higher level |
| can't seem to understand the language of | | | | mathematics is nearly impossible. As the student |
| mathematics. | | | | stops to figure out a multiplication problem, he will |
| Here are the basic problems that are occurring in | | | | lose his place in the entire process and get lost. Once |
| math: | | | | this happens, not only has a lot of time been spent, |
| 1. Students can't process more than one piece of | | | | but it is difficult for the student to find the correct |
| information at a time. | | | | answer. |
| 2. Students are unable to process information | | | | In addition, math is a developmental process. When a |
| sequentially. | | | | student is ready to understand a mathematical |
| 3. Students can't switch gears during multi-step | | | | concept, it is easy. It clicks. But when a student is |
| problems. 4. Students lack a basic working knowledge | | | | not ready to understand a concept, it really doesn't |
| of addition, subtraction, and multiplication facts. | | | | matter what you do to try to help the student. He |
| 5. Students are not able to "think" through story | | | | simply is not yet ready for this concept. The new, |
| problems. | | | | highly difficult standards imposed by No Child Left |
| 6. Students make a large number of computational | | | | Behind do not take this into consideration. All it takes |
| errors. | | | | is a review lesson of Piaget's levels of development |
| 7. Students are unable to neatly organize a paper so | | | | to understand this simple concept. If you leave this |
| that the correct answer can be achieved - for | | | | same kid alone for a few months and revisit the |
| instance - lining up columns or spacing problems out | | | | same skill, more times than not, the skill can easily be |
| on a page. | | | | learned. |
| 8. Students develop an actual fear of mathematics | | | | In math, there are no points for almost right. In |
| and freeze up when asked to perform math | | | | reading a student can muddle through some words |
| problems. | | | | and still understand the basic concept. But math is |
| Math is a sequential, logical activity. The student must | | | | black and white, right or wrong. There is no in |
| be able to access the left hemisphere of the brain in | | | | between. Students need help to succeed in math. If |
| order to accurately perform math computations and | | | | you know of a student who is suffering from math |
| problems. The right brain dominant student is at a | | | | problems, there are many things that can be done to |
| severe disadvantage as far as math goes, but there | | | | help. |