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A Multiplication Process

A Multiplication Process The Vulnerable Child A Process Multiplication Guest Contributor: Norma Banas Sandra Felton I. H. Wills THE TEACHERS of children realize that perceptually impaired must have at their a wide of different tech- they disposal variety to meet each child’s needs. An area in which there have niques been few different from which to choose is the area techniques of and there are several in the multiplication; pitfalls multiplica- tion for the child. process perceptually impaired The first of is these the need to work the problems prob- This is lems from to left. a reversal from what has right complete in and been emphasized writing reading. In we often see the student’s ten- the regrouping process to become accentuated because of the need to dency transpose the number when it in in his split writing (or worse, holding part head in the short process): as we have a the becomes a Sequencing problem pupil say number as but teach him to it down in the &dquo;forty-two&dquo; put op- down the 2 and the 4.&dquo; This also posite direction―i.e., &dquo;put carry be since this child relies on motor to may confusing, memory boost perception. Place value a unless becomes under- http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

A Multiplication Process

Banas, Norma; Felton, Sandra; Wills, I.H.
Academic Therapy , Volume 9 (3): 3 – Dec 1, 1973
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127300900315
Publisher site
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Abstract

The Vulnerable Child A Process Multiplication Guest Contributor: Norma Banas Sandra Felton I. H. Wills THE TEACHERS of children realize that perceptually impaired must have at their a wide of different tech- they disposal variety to meet each child’s needs. An area in which there have niques been few different from which to choose is the area techniques of and there are several in the multiplication; pitfalls multiplica- tion for the child. process perceptually impaired The first of is these the need to work the problems prob- This is lems from to left. a reversal from what has right complete in and been emphasized writing reading. In we often see the student’s ten- the regrouping process to become accentuated because of the need to dency transpose the number when it in in his split writing (or worse, holding part head in the short process): as we have a the becomes a Sequencing problem pupil say number as but teach him to it down in the &dquo;forty-two&dquo; put op- down the 2 and the 4.&dquo; This also posite direction―i.e., &dquo;put carry be since this child relies on motor to may confusing, memory boost perception. Place value a unless becomes under-

Journal

Academic Therapy – SAGE

Published: Dec 1, 1973

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