It's funny how the stars sometimes align. I have been talking to the people over at Ablenet, as I just reviewed their new special education math curriculum, Equals . At the same time I am working on the IEP for a new student from New York. She understands one to one correspondence and can count, though she creates very little independent language. I try hard not to write IEP goals that dictate instruction, but as I plan, I'm definitely thinking about using Touch Math.
I have seen students do really well with Touch Math. I do wonder if it doesn't become a crutch rather than a strategy that they can leave behind as they gain confidence. I like number lines rather than counters for that reason. Like prompt dependence, some strategies are hard for kids to leave behind. Is Touch Math one of them?
I know the touch math people market the program for all children, but I wouldn't use it with typically developing children, since typically developing children are capable of math fluency (the ability to remember and recall math facts quickly.) I think it's a good tool for children with learning disabilities, but I think it is still fraught: fraught with the danger of developing a dependency on a strategy that keeps them from memorizing math facts. Even though they do know that two plus two is four, they have routinized the way they do math. Much like finger counting, it can become a crutch that follows them through life. How many adults stand by while people take advantage of them because the only way they can check the math is with their fingers, and they don't want other people to see?
What do you think?
Comments
I use TouchMath as a supplement to other programs. I’ve found that Connecting Math Concepts is working well with most of the students this year. Basically I use CMC to help the students understand how to do the math so that eventually they hopefully won’t have to use TouchMath or fingers. I have 1 student who is able to regroup using TouchMath. He is very excited that he can do it but does not really understand what he is doing. I am teaching him Connecting Math at a much lower level. Now he is moving away from using TouchMath and automatically knows some of the answers. I’m having the same experience with some students who are using fingers. Since Connecting Math uses number lines I encourage them. I also let all of my students correct their work. Each student does their work in pencil and shows it to me. When it is completed without random answers just being put down I give them a calculator and a colored pencil. They LOVE the calculators. I figure there are a lot of things I use calculators for so why not start them young. I teach K-3 and some of the teacher’s don’t really agree with me letting them use the calculators but I personally think that it’s a good thing since it’s only after they have attempted their work on their own. I have students who are asking for extra work and doing more work then I’ve seen them ever do just so they can use the calculators. In turn their math is improving more than if I was not using them.
I’ve used TouchMath very successfully with elementary-grade students. Number lines are something they have to look up for. Counting on their fingers is also something that takes their focus away from the problem. They often lose the answer by the time they shift their focus back to where the answer goes. If they can count, with their pencils, where the touch points should be on a number, they are already at the place to write the answer. Of course, strengthening basic math skills with games definitely helps with mastery!
Thanks for your responses, Pam and Lisa. I think your suggestions are really helpful. I can now see the advantage of TouchMath keeping eyes on their papers instead of the up and down. I have found the same limitation with counters with my guys with Autism. They sometimes lose focus and then they have to start all over again. I hope you’ll both check in when you have something valuable to share!!
Jerry
A quick thing about the number lines in Connecting Math. It prevents the ‘up and down’ by teaching students to visualize the number line. As it’s taught portions of the number line and the answer to a question is covered up. Students have to understand the concept in order to get the answer. Since a student does have to understand a concept, rather than just count it can be very slow. It works, but slowly. TouchMath is awesome for providing students with the functional math they need to get along in the world! I couldn’t imagine not using it to supplement my other programs.
I found that Touch Math proves to be a crutch that can limit a student’s progress in other math concepts. I agree with justlisa about Connecting Math Concepts. I found the program to be extremely successful with numerous students with different learning challenges. I felt that CMC helped students to better understand numbers in a way that touch math can be limiting.
I think resource students should start using a calculator as soon as possible. In the real world we all use calculators. I agree Touchmath works, but is hard to move away from. I did have one student though that moved away from touchin with fingers. He could look at the counting points and as fast as most students could mentally compute. That was only one student.
Calculators and other manipulatives can become crutches and can be abused. There needs to be a balance between the use of manipulatives and the innate ability of the student to function without them. Some kids can be put on manipulatives and gradually be weaned. To use ana analogy- a person with a broken leg uses a crutch for a temporary aid, while a person without a leg will need the crutch for the rest of his life.