[nobe-l] My apologies...Re: Math and Grades K-3

[J Acheson]

Sorry for all the errors in that post. I was in a hurry and used my microphone and did not fully proofread. 

Sent from my iPhone

> On Jun 7, 2016, at 6:19 AM, J Acheson via NOBE-L <nobe-l at nfbnet.org> wrote:
> 
> Greetings! 
> There is a product called "math window". It comes in two separate sizes. One is intended for primary math and the other is intended for algebra. It consists of a magnetic white board on which magnetic pieces that are labeled in both print and braille may be affixed to display a math problem. It even includes straight lines that are used in both print and braille two separate areas of a math problem. Since the board is magnetic, you can also use readily available magnetic shapes. You subs such a product will allow you to display a problem for a blind child for a side of child and your self. It allows you to lay out the problem in the same manner as it would be seen by a cited child. A big plus here is that when the child solves a problem you will be able to error trap their work more efficiently and quickly.
> 
> It is available from the American Foundation for the Blind and possibly other sources. 
> 
> Sent from my iPhone
> 
>> On May 31, 2016, at 5:12 PM, Valerie Gibson via NOBE-L <nobe-l at nfbnet.org> wrote:
>> 
>> Thank you so much!
>> 
>> I have passed that email along to my professor, and I will keep it for my future reference. I will pass along his response/questions regarding this when I get them. 
>> 
>> Thank you again.
>>> On May 31, 2016, at 2:19 PM, Tara Abella via NOBE-L <nobe-l at nfbnet.org> wrote:
>>> 
>>> Hi Valery,
>>> This semester as part of my coursework, I worked with kindergartners and third graders. If the students are writing how they solve the problem, I had the student explain to me how they solve the problem and tell me what they wrote for the answer. Manipulatives such as counters and base 10 blocks are really great for showing students how to solve problems and for having them show you how they solve the problem. Also, using real objects when teaching about shapes really helps the students have a concrete understanding of geometry and makes teaching much easier as someone who is blind. Finally, using foam numbers or magnetic numbers can be really great for showing students how to solve a problem numerically. I hope this is helpful!
>>> 
>>> Kindly,
>>> Tara 
>>> 
>>> Sent from my iPhone
>>> 
>>>> On May 31, 2016, at 3:43 PM, Valerie Gibson via NOBE-L <nobe-l at nfbnet.org> wrote:
>>>> 
>>>> Hi,
>>>> 
>>>> I wanted to thank you all for your advice and welcome regarding my last email.
>>>> 
>>>> Next semester I’m starting a class to teach K-3 in the subject of math. I won’t actually be teaching them, just learning how to teach them. it’s a new program my school’s doing. I guess teaching K-3 and 4-6 grades have their differences in math content.
>>>> 
>>>> So anyway, I was wondering if anyone had any ideas on your methods for teaching these grades in the area of math.  I met with my professor today, and he had questions like:
>>>> How do you work one-on-one with kids in a classroom setting in regards to math?  
>>>> His question regards something like, how would I make sense of what a kid is writing/solving a problem. 
>>>> 
>>>> What techniques do you use with younger kids in regards to math?  What would a typical math class look like for you? Could you give me any resources that may help that I can pass along to our disability services in the university and/or that I might use when i begin to teach?
>>>> 
>>>> Again, anything you have would be appreciated.
>>>> 
>>>> Thanks so much, and I look forward to hearing from you.
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