 Many people have persistent trouble with basic mathematics. For some, the trouble involves calculating with efficiency: despite adequate understanding of math concepts, they have to stop and count up 5+7 or make pencil marks to multiply 3x6 or they forget the steps for long division.
Others have problems understanding the language aspects of math; they don’t make mental pictures corresponding to story problems to help them “see” that 23 chairs + 14 chairs can't seat 100 people. Still others have weakness in visual-spatial imaging, resulting in difficulty arranging numbers on the page or in “seeing” the space between 2:00 p.m. and 3:30 p.m.
Applied Learning Processes has developed an approach to improving the ability to think and reason with numbers that combines techniques used by programs such as Steve Demme’s MathUSee and Lindamood-Bell’s®* On Cloud Nine program. (Applied Learning Processes is NOT Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell - an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills - in no way endorses or monitors the services provided by Applied Learning Processes.)
The emphasis is on:
• Discovery of how numbers work through using concrete experiences,
• Using language to think about and describe those experiences;
• And transferring concrete experiences into mental imagery so that the experience becomes internalized and can be applied to situations where numbers are needed in order to solve a problem
Students go through a systematic, sequential review of mathematics so that any weak or faulty concept is discovered and stabilized. Individual instruction is paced according to the student’s need. For example, a student who needs extra practice on understanding place value spends extra time exploring this concept, while another student might need to spend more time imaging numbers on a number line so that he can more quickly access his multiplication facts.
In all cases, students think about numbers from an imaged framework that provides a strong foundation for independence in math.
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