[blindkid] subtracting in Nemeth braille

[Barbara Hammel]

I guess I have a different opinion.  I think she should learn to do them the 
correct way and get proficient at it so her work can be corrected and the 
teacher can know exactly what kinds of mistakes are being made.  Also, if 
she gets proficient at it, and revisits it through the years to keep it in 
her head, you just never know.  Maybe she may be a TVI or know a parent who 
has a blind child who needs help.
I took the Haddley course for Algebra because I did so poorly in high school 
but I had to take the basic Nemeth course first because I didn't learn those 
crucial basic things.  If I did learn them young, they weren't revisited to 
stay in my head.
Use up lots of paper now so when she's older, she'll be confident when a 
teacher asks her to show her work.
Barbara

Snow is God's way of reminding us that beauty can be found even in the 
coldest hearts.

--------------------------------------------------
From: "Joy Orton" <ortonsmom at gmail.com>
Sent: Friday, October 16, 2009 11:03 AM
To: <blindkid at nfbnet.org>
Subject: [blindkid] subtracting in Nemeth braille

> Dear Friends,
> Our third grader is doing subtraction with two and three digit numbers and
> some borrowing. In print, the number is crossed out and a new digit 
> written
> in above it. In nemeth, you have to use a "start cancelling" sign and a
> "stop cancelling" sign before and after each digit to be changed. I know
> this takes lots of paper.
>
> Right now our daughter is doing subtractions problems in her head.
> Occasionally she gets mixed up, so the answer "21" might turn into "12." 
> She
> knows her math facts, but two and three digit numbers are a lot to keep up
> with. She has been introduced to the "long" way to do it in Nemeth, but 
> she
> does not seem comfortable with it. (Honestly right now she is missing no
> more than one in 10 of this kind of problem. Maybe I'm hyper-sensitive.)
>
> I don't know if her teachers are emphasizing writing it out. I know right
> now it's not a big deal, but I think it will be important in the future to
> have the skill of cancelling a digit or expression. I can think of 
> reducing
> fractions as an example of when it is needed.
>
> How have you dealt with this situation?
> 1. How much do I need to emphasize it?
> 2. How can I encourage the teachers and transcriptionist to help her work 
> on
> it?
>
> A related question: Is there an easy to read Nemeth guide or "cheat sheet"
> like the alphabet and contraction sheet? I have a 255 page binder from 
> BANA
> with the whole code and all the rules, but it is hard to find what I want.
>
> Thanks for your help!
> Joy Orton
> _______________________________________________
> blindkid mailing list
> blindkid at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> To unsubscribe, change your list options or get your account info for 
> blindkid:
> http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/poetlori8%40msn.com
>