Teach-the-Brain
   

FAQ Members List Calendar Search Today's Posts Mark Forums Read
Go Back   Teach-the-Brain > Teacher Lounge
Home Forums Info
Follow TeachtheBrain on Twitter  
Teacher Lounge for off-topic conversations


Where Does Education Start


Reply
 
Thread Tools Display Modes
Old 25-03-2008, 11:24 AM   #1
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Where Does Education Start

-------------------------- just read the map

I have been working with children aged Two To Five

My own grandchildren and those of friends since JAN 2008

in order to perfect order

what do we tell them first

Mr Five And Mr Six

Simply two thumbs up and show the L that five can make for LEFT

THREE VITAL FACTS

THEY HAVE TO BE THE FIRST THREE STEPS IN NURSERY EDUCATION

Is it possible to adopt such a standard practice universally

YES

WILL EVERY CHILD REMEMBER MR FIVE AND MR SIX

AND THAT MR FIVE IS ITS LEFT HAND

YES

A SIMPLE QUESTION

What is the average number of times a mother has to count to ten for the child to follow and perfect?

IF YOU CAN SEE IT YOU CAN DO IT

every teacher or parent needs to start here

Teach-The-Brain
---------Early-------

'The Absorbent Mind', Dr. Montessori wrote, "The most important period of life is not the age of university studies, but rather the first one, the period of birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. Not only his intelligence, but the full body of his psychic powers. At no other age has the child greater need of an intelligent help, and any obstacle that restricts his creative work will lessen the chance he has of achieving perfection." Recent psychological studies based on controlled research have confirmed these theories of Dr. Montessori's. After analysing thousands of such studies, Dr. Benjamin S. Bloom of the University of Chicago, wrote in 'Stability and Change in Human Characteristics, "From conception to age four, the individual develops 50% of his mature intelligence; from ages four to eight he develops another 30%..." This suggests the very rapid growth of intelligence in the early years and the great influence of the environment in early development. Through Montessori's experience, she found that the young child's absorbent mind usually lasts about six years, a period she observed to be split into two three-year phases.

The starting point for every child and every parent.

Only the parent or guardian is normaly in the position to affect the childs intelligence building at its most crucial stage.

The combination of experience and research identifies the critical period for building neural pathways essential in raising every childs IQ potential.

Comparing a three year old mind with a computer, we load programs into a computer to assist in using artificial intelligence efficiently.

The three year old mind of every child is packed with evolutionary potential.
Perfect recognition of thirty six symbols is our starting point.
Identifying the possibilities within the meaning of the words and numbers created by the use of those thirty six symbols, is our first software program.

Achieving a near perfect ability in reading and mathematics is the human right of every child, utilizing simple natural ability to copy sound and physical movement will guarantee every child that ability, provided
we show them how.

Every parent by natural evolutionary concern for its own child, is best placed to ensure, that the perfect essential ability, within its own child, to read right and count at the earliest possible moment, can be provided if it follows a systematic program of demonstration and short daily lessons.

These simple steps taken at the earliest possible time, starting as the child acquires language and repeated daily until each essential step is absorbed will insure that your child can read right and count as well as any child anywhere in the world, The physical ability to copy, leads to the mental conscious and subconscious understanding of daily routines, where this association, leads directly to vital assimilation of procedure which is built into the perfect permanent memory we all poses in order to read and count at the speed of light.

Starting just as soon as the child can speak easily, at three to four years of age with little more then fifteen minutes per day of one to one demonstration, every healthy child can be taught to read write and count adequately to maintain a high level of ability and good reading habits by the time they are six, many children will read independently from five years of age.

In order to save time the lessons/demonstrations will be shown before their value is explained.

Three demonstrations as soon as the child can speak.





this the best research available

http://www.youtube.com/watch?v=Fcb8nT0QC6o




i will Knock it in slowly--- ------- ---------

Last edited by John Nicholson : 10-11-2008 at 12:21 AM.
John Nicholson is offline   Reply With Quote
Old 28-03-2008, 12:20 PM   #2
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Right Here

WE JUST HAMMER AWAY- --- ----- THE SECOND FINGER EXERCISES



After practising our first lesson, perfecting Mr Five and Mr Six until they are memory fast, including the left hand thumb making an L and also becoming part of the child's permanent memory bank, daily confirmation every meal time for two weeks initially will most probably fix it for life.



Our next two characters are Master Odd 3 and Miss Even 8, by this time the Child will already have learnt to count to ten.



Fix the memory of the child regarding the longest fingers three and eight permanently, a visual language and picture memory.

Created by using the side of a table or dancing on a table.



The far right column of a ten symbol abacus is always representative of the two hands together. THE FINGER COLUMN



The middle column of abacus one, or the first column to the left, on a larger abacus, needs a name for a three four or five year old child, in order to assist the visual memory.



It has a name, we call it the cat column. Why do we call it that?

Simply the two hands together can become clenched fists held flat together, with number one and number ten fingers as ears, also the cat can become two hands representing twin kittens called five and six.



When we use the abacus to chant and move the centre column of abacus one, push the counters up with two thumbs and express the ten fingers as the concept of ten, simply by opening the fingers and touching the thumb tips together.



The child has four numbers fixed in the correct position within the row of ten.

ALSO

Obviously the first and last fingers are one and ten.



Two and four alongside seven and nine NEED NOT BE FIXED AS A PERMANENT MEMORY THEY WILL FALL INTO PLACE NATURALLY.



THE SPREAD LEFT HAND IS OUR FIRST NATURAL PATTERN OF FIVE, MR FIVE PERMANENTLY IN CONTROL.

-- GOOD

Last edited by John Nicholson : 20-08-2008 at 10:44 AM.
John Nicholson is offline   Reply With Quote
Old 28-03-2008, 12:56 PM   #3
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Matchstick Maths

********** *********

JUST USE FOUR MATCH STICKS TO SHOW THE EQUAL SIGN


. . . . . . . . . . . .1=1


. . . . . . . . . . 2 X H = IO = || || || || ||


TRY YOUR FIRST EQUATION

1 2 3 4 5 6 7 8 9 10 READ YOUR HANDS

Last edited by John Nicholson : 29-03-2008 at 09:13 AM.
John Nicholson is offline   Reply With Quote
Old 29-03-2008, 09:31 AM   #4
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Amusing and teaching at the same time for a child of three

------- --------- children love knowledge

USE FIVE MATCH STICKS TO SHOW every possible pattern of five

||||| FIVE IN A GROUP | | | | | Five with gaps


|| || | 2 + 2 + 1 ||| | | 3 +1 +1

|| | | | 2 + | +| +| ||| || 3 + 2

Last edited by John Nicholson : 23-12-2010 at 02:12 PM.
John Nicholson is offline   Reply With Quote
Old 29-03-2008, 09:33 AM   #5
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Amusing and teaching at the same time for a child of three

------- --------- children love knowledge

USE FIVE MATCH STICKS TO SHOW every possible pattern of five

||||| FIVE IN A GROUP


| | | | | Five with gaps


|| || | 2 + 2 + 1


||| | | 3 +1 +1


|| | | | 2 + | +| +|


||| || 3 + 2


***** ***** *************

Last edited by John Nicholson : 16-08-2010 at 02:01 AM. Reason: to show a simple ten
John Nicholson is offline   Reply With Quote
Old 29-03-2008, 09:36 AM   #6
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Amusing and teaching at the same time for a child of three

------- --------- children love knowledge

USE TEN MATCH STICKS TO SHOW every possible pattern of TEN

||||| FIVE IN A GROUP TWICE |||||

| | | | | | | | | | TEN with gaps

||||||||||............TEN TOGETHER

......| |||||||||............
ONE AND NINE TOGETHER

...........|+| ||||||||.......
TWO AND EIGHT TOGETHER

.............|+|+| |||||||......
THREE AND SEVEN TOGETHER

...|+|+|+| ||||||.........
FOUR AND SIX TOGETHER

......|+|+|+|+| |||||............
FIVE SEPERATE & FIVE TOGETHER

......|+|+|+|+|+| ||||............
SIX SEPERATE & FOUR TOGETHER

...........|+|+|+|+|+|+| |||............
SEVEN SEPERATE & THREE TOGETHER

......|+|+|+|+|+|+|+| ||............
EIGHT SEPERATE & TWO TOGETHER





|| || | | || || 2 + 2 + 1 + 1 + 2 + 2

||| | | 3 +1 +1

|| | | | 2 + | +| +|

||| || 3 + 2

| ||| | 1 +3 + 1


************* *************

Last edited by John Nicholson : 31-03-2008 at 04:53 PM.
John Nicholson is offline   Reply With Quote
Old 31-03-2008, 07:54 PM   #7
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Thirty Three Seperate Ways To Make The Patern of Ten With Two Hands

......................... ..................:touris t:

[COLOR="Dark Red"]This is the most vital map/pattern a child will ever copy.

i will fill in the information later
i am holding the position[/color]


********** " " " " " 1 2 3 4 5 5 6 7 8 9 10

Last edited by John Nicholson : 31-03-2008 at 08:06 PM.
John Nicholson is offline   Reply With Quote
Old 31-03-2008, 08:18 PM   #8
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
More Mapping

......................... ............

ABACUS ONE AND THE PERCEPTION OF NUMBERS

READING AND COUNTING FOR EVERY CHILD

ENSURING THE POSSIBILITY OF UNIVERSAL EDUCATION
THROUGH THE DEVELOPMENT OF STANDARD (BEST PRACTISE) BASIC SKILLS TRAINING



STARTING TO TEACH ANY CHILD IN ANY LANGUAGE IN ANY COUNTRY
DEVELOPED FROM PRACTICAL EXPERIENCE COMBINED WITH THE LATEST NEUROLOGICAL RESEARCH BACKING A STRICTLY SYSTEMATIC APPROACH TO EARLY AND EASY LEARNING FOR PARENTS/AND STATE


IN ENGLISH RECOGNISING THIRTY SIX SYMBOLS AND SOUNDS IS WHERE WE START SO FOR ABACUS & ALPHABET WE SHARE OUR RESEARCH

HANDS ON LEARNING

It is easier to teach a child basic arithmetic then to teach a child to read.

Simple counting of numbers is where formal education begins.

Any abacus is usefull for this, but Abacus One is better.

Rhythmic chanting of the numbers is assisted by the visual TAPPING TEN exercise. Once the child has developed the ability to count to ten, the fingers can TAP the numbers.

ABACUS HANDS

Look at the back of your hands, nothing is as simple to recognise or as easy to learn. The hands illustrate ten perfectly and divide naturally in to two fives.


MATHS IN A MINUTE

Ten years research has enabled me to conceive and write this explanation.
Giving a written explanation as to just how we go about teaching any child to do this, led me to concentrate on exactly how a child can do this simply, obviously the child recognises the first and last symbol in every vertical row of symbols, this has relevance also when teaching a child to read by my techniques in early reading, moving on to utilise the Russian example of the abacus giving clear example of using the symbolism of two thumbs to simplify counting on the abacus, After the thumbs which are reinforced by the visualisation of twin kittens four and five the second and the second to last finger /number, are easily recognised, as are the fingers before and after each thumb
Natural finger length gives us instant ability to identify each finger separately and retain that memory instantly.

JUST HOW DO WE DO THIS

Looking at the back of the hands hold them flat slightly apart and touch a wall then count to see which fingers are touching the wall first, I doubt that you will be able ever to forget nor will any child.

THE CAT AND KITTENS

This is a visual representation of ten by showing two clenched fists together with the little fingers representing the cats ears, clearly ask what each finger represents. One & Ten
Hold the fists separately showing the two thumbs upwards one kitten is called five and the right hand kitten is called six.

Research proves that very young children find mathematics easier once the permanent memory of every finger number and name are clearly established linking simple abacus representation as visual memory combined with kinesthetic movement on the abacus which Itself leads to the child establishing a mental perception as to quantity in relation to spoken words, numerals or written numbers.



WHICH FINGER IS WHICH

We have a real need to start a few minutes of formal teaching every day as children learn to speak, they can of course learn to count on abacus one.

A three year old can count to ten and exchange ten on an abacus one, but I have now identified the fact that we need to identify each finger with its name, just as we identify each numeral with a verbal name so we need to lock in each finger with a number and name, using the tapping ten techniques we need to link the numeral with an individual finger, total rote/ factual AND SET IN CONCREATE at the same time,

So we need to give the exercise a formal name.


WHICH FINGER IS WHICH

One and ten are easy they are obviously at either end of the horizontal line.

Move next to the thumbs five and six, a Russian Scotty/Abacus is based on two hands

4 black fingers two white thumbs 4 black fingers

Russian children are still taught this way.

So we are left with three fingers on each hand to identify correctly, two and nine are easy, but until the child is able to identify each finger and orally name it prove it and sustain the memory very little else matters

So the child needs to identify each finger randomly from two flat hands of course at the rate of a finger a second every day until perfect memory is sustainable.

I know the child will find its way around mathematics once the permanent memory of every finger number and name are clearly established as a linked memory fixed for life.

Children naturally assist each other as they learn to work together.

But with a human offspring we can go far further on the experiential lane and Abacus One is an ideal personal slate, writer, counter, calculator, recorder, no child should be without.

REINFORCING THE CONCEPT OF TEN

One of my main observations as always been that children simply had to little time in mathematics in their normal teaching program, the big thing is to keep up the interest. This means that you have to be very regular and exiting in any teaching program, imagine holding the attention of thirty young children.
.
the hand counting is designed to be exiting and to build up the Childs ability to recognize any format in building ten, what we need is for the child to recognize the two numbers as a visualization and add them.

Children have to be confidant that they have five fingers on each hand

The concept of the faithful five

So some of your counting has to start with fives and persuade the child to just count on developing their trust in the faithful five.

Of course a child will take time to build up to a sum a second but they will do it.

You will have a harder time creating the sums then the child has doing them in a short period.

Always remember to get them to count through the times tables on the abacus. Just asking them to set different numbers on it, is building up their visualization of numbers,




********** ********** **********





John Nicholson is offline   Reply With Quote
Old 31-03-2008, 08:23 PM   #9
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
A Sum A Second

------------------------------- --------------------------

A SUM A SECOND

Virtually every one of all ages except the very young can imitate patterns that are created easily, using both hands reinforces the Childs concept of five the faithful five using runs of five on one hand as a constant and jumping around with the other hand building up the Childs visualization at the earliest possible opportunity, changing hands to demonstrate the opposite faithful five and alternating the format provides a very simple thinking exorcise at high speed.

A young child needs to count to ten some hundreds of times before it can establish a perception of ten, each group of numbers needs to be fully understood the abacus and a sum a second exorcise ensures that this happens,

A sum a second develops natural working speed and ensures perfect visualization of numbers in the range of one to ten ABACUS ONE carries these visualization exercise on to create virtually perfect visualization of numbers one to a thousand, it will illustrate all principals in use involved in this number range, making it simple for every healthy child to form a firm basis of mental arithmetic.

The basis of all math’s and science, it assists children through confidence and shear ability to read well, an untrained adult can master all teaching principals in a one day tutorial


BUILDING A CHILDS PERCEPTION OF NUMBERS

USING THE BODY`S NATURAL COUNTERS

A series of hand exercises that can be copied instantly by every child as they develop language ability, enables very young children to visualise the true meaning of numbers.

The first count is naturally one to five. Tap the fingers of left hand on any hard surface, counting in rhythm continue with the right hand six to ten developing the natural rhythm of the count, continue this as a first step in the series of hand exorcises developed in association with Abacus One.

These practical hand exercises are the first steps in building neural pathways at the earliest possible opportunity, this educational process is based on the latest international brain research where neurological development has been identified through the latest brain scanning techniques.

Early mathematic comprehension has been identified within numerous studies into brain function as playing a vital part in building the neural pathways associated with reading, we identify this process as the mathematical road to reading.

Tapping Ten is a valuable starting point for any child in mathematics.
Numerals can be written across the top off a sheet of paper ringed around to give the child a tapping point. Small temporary tabs can be stuck to the child’s nails, The child can copy the numerals writing under each number so they are writing thinking saying and seeing the number establishing a permanent memory/neural link with the symbol and the meaning of the number. Establishing a neural link between finger symbol and meaning.

Once having established the “meaning/symbol/finger” combination in a horizontal manner, a vertical/column format can be introduced in preparation to using Abacus One, exercises need to be continued for some time after the child can clearly achieve a perfect hand display of the,
TAPPING TEN HANDS AND FINGERS ROUTINE

QUITE A LOT OF TWO YEAR OLDS CAN ACHIEVE THIS
MOST THREE YEAR OLDS CAN DO THIS
ALL FOUR YEAR OLDS CAN DO THIS
EVERY FIVE YEAR OLD SHOULD DO THIS


These are follow on exorcises for very young children and older children
Being introduced to mathematics for the first time,

GIVE ME FIVE FOR FISH ALIVE

Display the left hand with five open fingers
And hold up the right hand showing two fingers
Singing/chanting give me two give me four and just one more.

Holding up the appropriate number of fingers.

THIS IS THE TIME BEST SUITED TO ILLUSTRATE JUST HOW FIVE CAN BE ACHIEVED

SO THE CHILD NEEDS TO COPY THE TEACHER

Five separate fingers, two fingers on one hand three on another, we have already shown 2+2+1 so we move on to show 4+1 and 1+1 +1+2 finally
We move on to 1+1+3 from here we move on to use both hands to reinforce every possible formula to illustrate five.

FROM HERE WE MOVE ONTO THE SUM A SECOND ROUTINE

Exercises always need to be continued for some time after the child can clearly achieve a perfect hand display.


HERE IS A PERFECT EXAMPLE AS TO THE VALUE OF ROTE LEARNING

ROTE LEARNING IS USED CONTINUALY IN MATHEMATICS

We count to ten along time before we understand ten as we do to one hundred, so having learnt what ten is we can count to one hundred expressing ten open fingers representing ten, so we comprehend ten times ten as our easiest formula for understanding one hundred.

ABACUS ONE CONFIRMS OUR CONCEPT OF TEN

Rote learning comes to our aid again in counting to one hundred in fives,
Five ten fifteen twenty, rote learning establishes the order of twenty numbers
And allows us to understand how fives relate to tens and tens to one hundred

ABACUS ONE CONFIRMS OUR CONCEPT OF ONE HUNDRED IN FIVES AND TENS

Rote learning comes to our aid again in ESTABLISHING THE PERMANENT MEMORY of our times tables, singing and chanting our times tables establishes the ability to give an instant answer
an instant answer that we can both prove and understand from counting through all the times tables ON ABACUS ONE.

an instant answer available for a life time of multiplication sum answers.

THE TIMES TABLE IN ROTE IS FOREVER PERFECT

Imagine a Chinese Child having to learn five thousand pictures by rote before it can read.

Rhythmic learning is something that will never disappear from education. It is the natural forerunner of understanding, sometimes permanent always first.

USING THE HANDS TO REINFORCE THE TIMES TABLES

Take either hand or both hands together touch the thumb with the smallest finger, count one two three and four fingers then with thumb up count five,
Smash the fist of one hand into palm of another holding it up to display the fingers transferred into it, five, transfer five by magic to both feet so we have twenty, count five again and screw five into one finger continue till twenty five are established as an idea for one hand, double it twice and we have the perception of one hundred. All numbers can be counted in this manner from one to a million.
IMAGINE HOLDING TWENTY FIVE MILLION IN EACH HAND

---------- ----------- ------------

Last edited by John Nicholson : 31-03-2008 at 08:33 PM.
John Nicholson is offline   Reply With Quote
Old 31-03-2008, 09:03 PM   #10
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Parents Guide

-----------------------------------

Showing your own and every child how to use Abacus One

Obviously teachers Grandparents and others that are interested in universal education, also need to understand the possibilities of perfecting early mathematics, through using and teaching with Abacus One, but from my perspective I shall consider that I am talking directly with the childs mother.

In the first instance you need to know how to use it yourself, naturally you will learn as your child learns but you need to be able to add and subtract as a starting point. I have developed a simple adult awareness’ program that provides instant awareness enabling you to do this.

Every working Abacus has its own special recognition system, in the case of my abacus it is words. There are three main designs of abacus still in regular use, Chinese Japanese and Russian.
One third of the world still utilise an abacus within their early education, which guarantees a broader based understanding of mathematic principles.

It is now thirteen years since I found out why they still do this,(the abacus builds a mental mathematic map) the trigger for my study of our human mind and the vital steps needed for perfection. Perfection in reading and arithmetic, that will ensure that every child will read count and think clearly and easily.
My research, confirmed by a leading theoretical Physicist, identifies the benefits that come from developing early arithmetic, alongside step by step perfection, in pre reading exercises.

I have also developed low case playing card sized letters for over –lying a standard rhythmic map, where seven clear steps in reading need to be undertaken at the same time as your child is introduced to the Abacus. I believe four years of age is an ideal age for starting these perfecting exorcises, some children may be ready before this, up to a year earlier some a year later but all children will benefit from daily abacus and reading routines.



How do we learn anything and everything, quite simply by association and assimilation.

Abacus One or any abacus will only guarantee a thorough grounding in basic arithmetic when it is demonstrated correctly.

This is the demonstration I recommend, no previous knowledge is required.

Lay the abacus flat and push all the counters to the top.
Read the bottom line, one thousand one hundred and ten, which is the amount of answers we can create with our moving one page map.

The questions we can ask on this one page is beyond comprehension, I believe it to be substantially more then one million.

We are looking directly at the worlds earliest counter, our notation system is based on it, columns of one to ten, each column being ten times greater then the column to the right of it, only the column on the right is a direct reality of numbers, every written number is an expression of one, we perfect our understanding of numbers by ensuring that every child can relate the name and number of every finger on its two hands from one to ten, the right hand column of the
Abacus is a direct representation of those two hands, the repetitive columns are a human development to simplify our understanding of
Number.
Your abacus question is already set, in the language we use to create the answer 1+1 a thousand a hundred and ten times.

I want you to consider this, you are showing every child on earth,
how to divide that number by two.

You simply half that representation in front of you.

Association and assimilation but with the benefit of millions of years of evolution and the high point in human educational development, something I was fortunately able recognise modernise and publicise.

And read the answer.
O K Why was it so easy to show five hundred and fifty five, times two, equals one thousand one hundred and ten to a four year old child that can not read or write.

It can see it, it can copy your movements, it can remember the word five and associate it with five hundred and fifty.

The child can divide the total into five sub totals, so that is our next step division by five.

When we divide ten by two we get five physical groups of numbers, in our first demonstrations it is helpful to work with all three columns of numbers at the same time. The child is perfecting their language development, as they recite two hundred and twenty two they are building the column recognition they need.

Next illustrate division of the total by ten simply by leaving a gap between each row of counters, add those rows into twos and finally into the whole total.

The child needs to then count upwards column by column shouting out the totals. Then have a session of point and prove random number naming.

Even a child that has never attempted to read anything can quickly remember each counter value as a picture, they are always in the same place. Get the child to write the numerals on paper left to right,
And in columns as well.

You will have learnt a lot about the abacus, but it is only by repeating numbers that we can teach a child to count , only by repeating movements and giving explanation that the child can grasp the significance of formal arithmetic, they learn easily and perfectly in this manner. We are working towards the child working with the abacus to perform simple sums, progressing independently to being able to do every thing it is eventually able to do on the abacus with in its head.

Used daily the abacus will deliver perfect mental arithmetic effortlessly to virtually every child. WHEN YOU SHOW THEM HOW.

Every child need to perfect their times tables, and to count mentally in all the numbers from one to twelve.
So we start counting in tens simply using the centre column, this can be where we first exchange ten tens for one hundred.

Exchanging ten in a group for a single ten or visa versa is the principle procedure of any abacus except the Japanese Sorobon where nine singles are exchanged for one ten upwards and the op-posit downwards.

Looking at the ten times table moving from counting to times table is the simplest process of all, after ten tens are one hundred we make the exchange and simply say eleven tens are one hundred and ten twelve tens are one hundred and twenty, WE CAN READ IT.

The next simple counting and times tables exercise has to be in fives, so we can first count in fives then simplify it by counting thus, two fives are ten four fives are twenty six fives are thirty eight fives are forty ten fives are fifty and finally twelve fives are sixty.

Count and exclaim the times tables for eleven simply by using two fingers to move the numbers upwards together, producing 10 times eleven will do at this stage,

Produce the nine times tables simply by adding ten and subtracting
One. Eight times tables as with nine it helps in giving perspective.
As does working the twelve as one did with eleven,

Demonstration of two times tables and counting in two relates directly to our original division of the total including an exchange of ten.

Where it is not possible to be slick just count simply with the correct exclamation of counting or times tables, exchanging ten appropriately

DO NOT EXPECT PERFECTION IMMEADIATELY


---- ------- -------





John Nicholson is offline   Reply With Quote
Old 31-03-2008, 09:22 PM   #11
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Why What How

-----------------------------------

WHY
Are we teaching maths early, why do we need to introduce mathematic/arithmetic concepts as the child develops when it appears to learn arithmetic principals as a normal part of formal education.

It is quite clear from both brain scanning and practical observation that a child is mentally empowered by understanding the simple principals of arithmetic from the earliest point possible, simple repetitive and rhythmic exorcises are clearly easy for the child to both understand and accomplish as it develops its vocabulary and comprehension.

Arithmetic involves the brain understanding the principals of number value, nothing is clearer then understanding numbers on the hands, one finger clearly represents one, two fingers are twice one, the child builds vocabulary and clear understanding of numbers at the same time.

Every normal child can achieve number awareness from the hands.

They are our natural guide to the meaning of the words we use to measure numbers, simplicity in number awareness is inbuilt within each of us, but we need to clearly identify the meaning of five and the extended value of ten in its multifarious formats. Every child needs to be aware of each and every pattern to produce ten, the fingers are our starting point.
So it is
FINGERS FIRST

WHAT
Happens when the brain sees one open hand and then another, it simply processes two facts to produce an answer, a well drilled child knows that two fives are ten, a child who can only count without understanding ten arrives at the same answer but slowly, our aim has to be that every child can understand the meaning of any number instantly.

Mental arithmetic is an easy concept if it is taught properly, showing every child THE MEANING OF TEN by building awareness with its own hands is the very beginning of formal education,

THE MEANING OF TEN AND THE DECIMAL SYSTEM PROVIDE THE WORLD WITH A UNIVERSAL LANGUAGE WITHIN SCIENCE

TEN TIMES TEN TIMES TEN FOR ETERNITY PROVIDES US WITH A CLEAR ANSWER our aim has to be that every child can understand the meaning of any number instantly.

HOW
Just how can we ensure every child understands just how any number is to be interpreted instantly.

FORM
WHAT FORM IS IN COMMEN USE IN EVERY COUNTRY IN THE WORLD

Numbers are expressed in ten symbols in appropriate columns.

Understanding the form of numbers is not difficult for a child that understands every which way the meaning of ten.

Creating the perception of numbers from their written form is perfectly natural for every child that is taught arithmetic on an abacus.

We express those numbers in both words and numerals, but even numerals have to be converted to sound to convey meaning;

THE BRAIN DEVELOPS ABILITY TO CONVERT THE SYMBOLS TO SOUND AND MEANING THIS ABILITY WE CAN DESCRIBE AS NEURAL PATHWAYS.
THE EYES SEE SYMBOLS AND THE BRAINS NEURAL PATHWAYS ENABLE THE CHILD TO CONVERT THOSE SYMBOLS TO SOUND, THAT SOUND CAN BE IN SPOKEN
OR UNSPOKEN FORM.

WE SIMPLY CALL THIS LANGUAGE

SO CONVERTING SIMPLE SYMBOLS BECOMES AS NATURAL AS LANGUAGE ITSELF.
BY USING ONLY TEN SYMBOLS AND FORM WE ARE EXORCISING THE BRAIN BUILDING THE NEURAL PATHWAYS
NEEDED TO READ HUNDREDS OF THOUSANDS OF WORDS

WE NEED TO RECOGNISE ONLY TWENTY SIX SYMBOLS AND ALL THEIR APPROPRIATE SOUNDS IN ORDER TO READ PREPARING THE BRAIN FOR READING IS AN ASSOCIATED VALUE FROM EARLY ARITHMETIC PROCESSING


EACH WORD WE USE IS CONVERTED NATURALLY INTO MEANING THE SYMBOLS CREATE A SOUND THE SOUND CREATES THE MEANING

LANGUAGE IS THE NATURAL WAY WE CREATE MEANING
SYMBOLS ARE ONLY A CODE TO EXPRESS SOUND BEFORE IT CAN BE INSTANTANEOUSLY CONVERTED TO MEANING.


POLISHING ABILITY IN MATHEMATICS AND READING ARE IN THE MAIN SIMPLY ACHIEVED BY PRIVATE PRACTISE

USING AN ABACUS PROVIDES EVERY CHILD WITH EASILY UNDERSTOOD MOVEMENT BY WHICH IT REINFORCES MEMORY OF MATHEMATICAL PROCESS


------------------ ------------ -----------

We are all dazed when we try to learn to much at once


















John Nicholson is offline   Reply With Quote
Old 31-03-2008, 09:39 PM   #12
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Some Reasoning

-----------------------------------
SOME REASONING

Apart from trying to understand how the abacus works, I felt it was necessary to give an explanation as to why it is important.

If we accept that Russia China and Japan have all used abacus in mathematics education consistently, this has created a background of early mathematics competence within their young children. Mathematics lessons in these three countries take for granted that initial understanding of mental arithmetic has been achieved purely from familiarization with the National abacus, in Russian terms it is called a schoty, in Chinese terms it is called a saw pan, in Japanese terms is called a Sorbonne

Mathematics ability within these countries is taken for granted, abacus is still being used in primary classes in all three countries, each country's national mathematical ability in comparison to British and American standards is far higher.

There is only one reason for this, early familiarisation with the National abacus.
Over the last 10 years I have studied early mathematic results from these three countries in comparison to British and American, I have developed the teaching programme very much around the fingers and early use of the abacus one design which I have now had made in China.
The design of this abacus makes it suitable for a three-year-old child starting to count from one till 10 and transferring 10 into the centre column of the abacus. Most children can achieve this in their third year, some children obviously develop quicker and where parents are very concerned about basic skills education they can be brought to understand this process before they are three years old. Where a child has been slow to develop in language ability using the abacus at four-year-olds is no problem.

My research and trials with the children of friends and relations that I have been using as guinea pigs prove to me conclusively that early mathematics ability is achieved far easier than reading, and that early arithmetic ability has a profound effect on the child's ability to recognise and retain the letters of the alphabet as permanent memory and the child's initial ability when they start to read.

The benefits of the system I have developed, firstly and a major importance is that these teaching systems are virtually 100% effective;
it is unlikely that any other method of teaching would work as effectively on any child that fail to respond to this system. With the system in use in general terms as a national and international system, the fact that the general population could be taught early arithmetic and reading ability in this manner would mean that even a very late developing child would be still part of a similar educational program where other children were able to assist any such child with special needs.

The main point is therefore that the system itself is virtually fool proof.

The second point is that this system only requires the abacus and a set of low case reading cards.

With such a system in general use the cost of these two resources is minimal.

Teaching in the Third World based on this standard system can be provided by volunteer students from the Western world and suitable local teachers/demonstrators award in effect only need one days tuition to master the technique.

Concentration on arithmetic ability, early mental arithmetic, and the initial ability to work with standard mathematical situations in addition subtraction division and multiplication in the normal notation form, flows naturally in the early years of primary school from previous continuous abacus awareness.

Demonstration techniques on the abacus one, need to be effective. The initial demonstration to an adult, when carried out correctly is instantly understood, simply by counting out loud, transferring 10, and then counting 10 and one are 11, 10 and two are 12, 10 and three are thirteen following through to 20 and then transferring the symbol of 10 written with the word twenty

An illustration of subtraction has been developed which shows exactly how one adult must proceed to demonstrate subtraction
a series of pattern recognition exercise ar involved to the initial demonstration given to an adult.
The value of times tables and their simplicity when demonstrated on the abacus are part of this initial demonstration.

Learning the lowercase letters of the alphabet in a rhythmic chant using six lines of letters is self evident to the majority of parents,


The final point of this simplicity in basic skills acquisition means that the parents themselves can become fully involved in their own childs basic skills teaching, this simple system accepted in schools and nursery schools, would guarantee parents taking part in this process. The fact that parents were involved in this early stage education would no doubt create an ongoing dialogue with the children's primary schools assisting the child throughout these early years.

My observation concerning education is that we have certain sticking points
which we cannot get over without being shown what we need to learn, given adequate explanation, and allowed time to practice.

Learning the 36 symbols and there are appropriate use is the first sticking point.
Utilisation of the abacus and alphabet provide clear easy demonstration developing ability from simple processors which become part of every child's memory, reading and counting our essential life skills without these skills children fail to take advantage of what is available for them.

--------------------------------------------
John Nicholson is offline   Reply With Quote
Old 31-03-2008, 10:03 PM   #13
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Thinking of Thinking

THINKING OF THINKING


A simple piece of television journalism set off a thirteen year programme of personal research into just how the brain works, we are faced with philosophy or science, the greatest natural philosopher within education will for ever be Maria Montessori, what I learnt from the abacus in the study of it led me towards Maria Montessori and her philosophy within education, she realised that children learn best whilst they are doing practical things, it is the manner of human evolution, we have learnt to do things by copying the actions of others, we learn language by copying the sounds we hear, we recognise the sound of voices of the people we are familiar with automatically, we develop our ability within speech, automatically. By far the greater part of our intellect is subconscious and automatically carried out.
we think quite naturally in relation to our personal experience (using an abacus is a personal experience) without any effort whatsoever, this is the manner of natural thought within our daily lives, our evolution as brought us from a time where only speech and physical events were relevant to our daily lives, great thinkers have evolved philosophies in order to try to understand the unproven factors within human understanding.

When we raise the level of thought beyond personal experience we are combining abstract thought, with that experience and the experience of others, to understand the experience of others we have to read it see it or hear it, Abstract thinking, thinking not within our personal experience is more dependant on the personal experience of others, we are more geared to use words to give and understand that experience then any other form, reading is an extension of hearing in gaining the experience of others, the story provides the structure for abstract memory.

In order to develop our abilities in abstract thought we need to develop two core basic skills, mathematics and reading, practise in both skills is a major part of education, mathematics is a real process the basis of all science which is part of the proof and structure of all science, the more mentally able we are in mathematics the greater our personal understanding of science.


Quite naturally in normal circumstances we learn to do everything that society around us does, but we live in an age of specialisation, we have instant access to information accessible to everone in many forms,

In the majority of the last 5000 years we have relied on the written word to convey information, every one of us has the physical ability to read and count, if a child is able to speak normally and possesses normal vision they can be taught to read and do arithmetic. Maria Montessori observed that children learn best from doing things, if we are to guarantee universal reading and writing and mathematical ability, we have to simplify basic skills education.

That simplification comes best from standardisation. In arithmetic the abacus is perfection my design of Abacus One is suitable for any child in any language.

Concentrated rote learning, even simple counting from one to a hundred is rote learning. The simplicity of ten, is the basis of all arithmetic, that simplicity is a natural endowment of our two hands, every child will quickly establish awareness of ten, when we concentrate their mind on their fingers.

.

Once the child has developed the language to count to ten and the ability to name each finger and understand the numerical value of that finger, it is a simple mater to transfer the idea of ten to the right hand column of abacus one, simply by counting upwards the child becomes familiar with the picture of the written number, the child may be unable to write the number at first, either as a word or a symbol, but it is becoming familiar with the meaning of the word and its position on the abacus, only the right-hand column of the abacus represent reality, one counter equals one number, but as the child learns the simple vocabulary of arithmetic, it becomes increasingly aware of the symbolic value placed on the counters in the central and the left-hand column of the abacus.

Abacus One is designed to be the child's first personal computer, teaching the child in the form of showing their child is partly the duty of the parents, assisted naturally in association with reception class teachers. Virtually every family in Japan and China and Russia are brought up understanding their country's national abacus.

Because of the design of abacus one, and its simplicity with in use, following natural international awareness of fingers in early mathematical awareness standard early arithmetic teaching will become possible. Rote learning of times tables is followed immediately by practical demonstration through physical process into mental process.

Systematic finger by finger, toe by toe, step by step, counting process’s build mental awareness, and mental ability in addition subtraction multiplication and division, endowing the child with a natural mental arithmetic ability, (abacus mentality) transferable to notation, in arithmetic.

The mental arithmetic process in establishing neural pathways in arithmetic are vital in the reading process, concentration on low case numbers alone, when combined with early arithmetic leads to children being able to read in a natural manner.


Reading ability develops naturally after the low case letters have been recognised and established in their alphabet sounds first, automatic appreciation of alternative sounds can be left to the child's natural personal ability.



During my research over the last ten years, I have discovered the impossibility of teaching a child something relatively simple purely because it was unaware, of something equally as simple but which the child was unaware of, I found myself in a position where I could not teach a child this, simply because it was unaware of that.

We will never be initially able to teach a child everything we need it to know, as of course there are so many simple things which a child needs to know, working back from the abacus even after years of research I became totally aware of how few children are perfect in understanding ten, or even relating their fingers to ten, try a simple test of your friends, aspirin and the number of the middle finger of each hand when you count the fingers from one to ten across the two hands, naturally the Smart Alex`s tell you that they only have eight fingers and two thumbs we are looking to create a perfect mental picture of ten, it is easily possible to think of eight fingers and two thumbs, as it is to just think of ten fingers in a row, the thumbs of course represent the numbers five and six, finger five is to the left and fingers six is to the right. These are simple observations which every child should learn, part of a central awareness of ten, every human child should perfect its appreciation of ten, by identifying each finger by its number name.

Of course we can teach a child many things which are easier to learn before we reach perfection in regards to the name of the fingers and their individual positions on each hand, but simply by insuring this appreciation of ten, would raise the standard of mathematics teaching throughout the world.

Once the child is able to master ten, both within the vocabulary and the specifics finger, it is well able to transfer the concept of ten to the units and left-hand column of the abacus. Looking at Howard Gardner’s different theories of intelligence, rhythmic chanting is often associated with rote learning, the long-term value of rote learning in establishing a permanent memory, is best is illustrated by learning the times tables, once the times tables have been permanently established within the child's mind, they are rarely forgotten, they are available throughout the life of the child as an instant answer, totally automatically produced for the occasion.

The saving of calculation time, once permanent memory of the times table is established, is in a lifetime of normal arithmetic not even calculable.

Simply by using the abacus to follow any chanted calculations in either counting numbers directly or the question and answer associated with the times table provides the child with the memory of the answer and knowledge of the process involved in the calculation.

Simply by the use of the abacus to understand rote learning makes it an invaluable tool for a child learning mathematics.



The central purpose his piece of writing is to tie into the mind of the reader, the link between small pieces information.

____________ ___________ ________________
John Nicholson is offline   Reply With Quote
Old 31-03-2008, 10:55 PM   #14
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Time To Start Learning How To Use An Abacus

I FELT THIS WAS A CLOSING PIECE ON THE VALUE OF TEN

a brand new map........

Before we run through the use of the Abacus.

ACHIEVING PERFECTION

Look at the back of your hands.
We are simply about developing vocabulary.
Just as fast as you recognise the word you know the meaning.
Form an L with the fingers and thumb of the left hand.
Then the exact opposite with the right hand.
Touch the side of a desk with the hands flat and establish the numbers of the two fingers touching, in a row of ten.
Create two kittens with the two hands, twin kittens called five and six.
Show your child or a class of thirty or hundred or a thousand, or use a television and show the world just how vocabulary builds understanding instantly. (for a child when the memory is perfect)

Just as quickly as possible Show, Teach, Imprint, the number name of every finger left to right 1 to 10.
You only show them anything until they can show you.
(and any one else)
We copy as we have copied for fifty thousand years.
(we see it and do it) and then we know it.

For the teacher or parent working together, with abacus & alphabet, unless the physical memory is perfect the lesson is not committed to permanent memory. It is as simple as that.

The parent or teacher, as to remember only two things to teach effectively, showing and doing lead us to Knowing.

With abacus & alphabet every essential piece of knowledge is created by simply doing something.

The parent or teacher learns effective teaching only by thinking and watching, let the children do the work.

Once the teacher becomes fully acquainted with abacus one, natural improvisation will develop simply because of the effective realisations created by it, you will learn just why as the child learns just how.

------------ -------------- -----------


John Nicholson is offline   Reply With Quote
Old 31-03-2008, 11:10 PM   #15
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
You Have To Do Every Thing An Abacus Can Do Before You Teach

A STARTING POINT FOR TEACHERS AND PARENTS ...


The ABACUS ONE is laid flat. All counters down.
To instantly understand adding, we simply count upwards.
The right hand column is the finger column, each counter a true representation of each of the Childs’ fingers.
Transfer a symbol of ten, for ten real counters, using both hands.
Transferring ten for ten becomes automatic in ABACUS ONE use.
Continue to count clearly, ten and one are eleven through all the teens, until ten and ten create twenty. Perfect your perception of adding by counting to 121 and reading the answers.


For instant subtraction awareness, set the ABACUS ONE with the centre column reading one hundred, and the finger column reading five.

Subtract the number ten by counting down one counter from the central column.

Continue by counting clearly from 95 ten and one are eleven, ten and two are twelve,

Work out the principle of subtracting thirteen from 72 and you have grasped subtraction. Take away fourteen and then
clear the ABACUS ONE with three fifteens..

Show numeric patterns and count through the times tables at the child’s own pace.

Demonstrate the ABACUS ONE to your most able child, and let them develop their ability to teach and perfect their own arithmetic ability.

Simply by counting perfectly, numbers and physical manipulations are transferred to neural pathways, for instant mental arithmetic awareness.

Every mathematic principle is capable of initial explanation on ABACUS ONE.

............. -------- -----------
John Nicholson is offline   Reply With Quote
Old 01-04-2008, 12:56 AM   #16
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Pattern Perfect

.. THE ULTIMATE MOVING MAP.......

PATTERN PERFECT MATHEMATICS

You and I and Abacus One are going to teach your child and every child perfect mathematics.

Why?..........simply because we can.

What for?..........to create neural pathways.

We are going to build a ten lane highway around the brain, creating neural pathways that result in perfect instant mental mapping.

“ Images in action”.... which enable us to visualise mental calculations.

“Images in action” ....which enable us to visualise every word we hear.

Human nature demands us to always seek the answer before we know why.

The working brain works in a multifunctional mode. Always as an entirety.

Perfect mathematic ability is possible and achievable for every child.

How many times does a child practise counting before it counts to ten.

Every time I attempt to give written explanation of the value of the abacus in education, I recall a story I was told in my first year of school, a bird with the ability to build a nest with a roof was asked to give explanation how this was achieved, every time the bird started from the beginning telling the other birds just how to build a nest from the beginning, they always cried out we already know this, tell us how to put the roof on, they never listened and they never learnt.

I have already asked you one question, how many times does a child need to practise counting before in can count perfectly to ten, expand it to one hundred, Socrates taught us to think, and if we are to successfully teach with an abacus we need to think for ourselves, you have now learnt the first lesson.

Quite naturally we all teach and we all learn daily, some things we grasp instantly and some things we need to consider many times.
It is not possible to record the moment of realisation in virtually anything we ever do, this is even more impossible with the multitude of items a child needs to grasp to survive.

Abacus one provides a working map, it provides symbols of numbers, and ten real items representing our own counting board (fingers), decimal structure gives us order, the columns represent the way we write using symbols, the human mind converts the order of those symbols into meaning.

The abacus is image in action, it creates images that are easily retained by the human mind.

Virtually ever memory is part of a mental map. Instantly recognising the sound of a friend on the telephone is a good example of automatic retention of memory in another form.

Pattern Perfect

We already understand the value of patterns, it is by the use of patterns, that a four year old child can be brought to add, every pattern capable of being built by two hands at the rate of a Sum a Second.

ABACUS ONE
IS VISUALY PATTERN PERFECT

Thirty counters and the evolutionary world standard of writing numbers
In the decimal Column System, provide instantaneous understanding of any number,

A child of four will read any number not by the words on it, but by the structure of it in less then a week, many in less then a day.

Clearly it provides one thousand one hundred and ten answers on one page,
By clever manipulation of it, over a billion questions can be created on it.

UNTILL YOU UNDERSTAND IT THE WORDS MAKE IT HARDER

We only use the words to start with a figure, we count out the physical manipulation in whatever mode of arithmetic we need and then read the answer. Nothing is as instructive in arithmetic terms in giving instant understanding of process.

TO DIVIDE ONE THOUSAND ONE HUNDRED AND TEN BY
BY 2 WE SIMPLY HALF THOSE THIRTY COUNTERS.



*****-***** """"" |||||-|||||






Last edited by John Nicholson : 01-04-2008 at 08:47 AM.
John Nicholson is offline   Reply With Quote
Old 04-05-2008, 09:41 AM   #17
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Mathematics The Patern of Pattern`s

_ _ _ _ _ _ _ _ _ _

ONE IS ALWAYS ONE THE MESURE OF EVERYTHING NO MORE THEN TIMES 1
. .

. _


. _ _


. _ _ _


. _ _ _ _


. _ _ _ _ _


. _ _ _ _ _ _


. _ _ _ _ _ _ _


. _ _ _ _ _ _ _ _


. _ _ _ _ _ _ _ _ _

WHEN WE TIMES ONE WITH TEN WE MAKE COUNTING EASY

NUMBERS HAVE MADE UNDERSTANDING QUANTITY EASY

SINCE OUR EVOLUTIONARY FATHER COUNTED

HIS FIRST TEN CHILDREN ON HIS HANDS

A SIMPLE PICTURE FOR EVERY TIME HE MULTIPLIED TEN BY TEN

WAS ALL HE NEEDED TO UNDERSTAND ANY NUMBER

THE ABACUS PROVIDED THAT BEFORE THE BIRTH OF WRITTEN LANGUAGE


. _ _ _ _ _ _ _ _ _ _

Last edited by John Nicholson : 01-08-2009 at 07:07 PM.
John Nicholson is offline   Reply With Quote
Old 04-05-2008, 10:54 AM   #18
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
a VERY INTRESTING DISCOVERY

Chinese writing '8,000 years old'

Chinese archaeologists studying ancient rock carvings say they have evidence that modern Chinese script is thousands of years older than previously thought.
State media say researchers identified more than 2,000 pictorial symbols dating back 8,000 years, on cliff faces in the north-west of the country.
They say many of these symbols bear a strong resemblance to later forms of ancient Chinese characters.
Scholars had thought Chinese symbols came into use about 4,500 years ago.
The Damaidi carvings, first discovered in the 1980s, cover 15 sq km (5.8 square miles) and feature more than 8,000 individual figures including the sun, moon, stars, gods and scenes of hunting or grazing.
"We have found some symbols shaped like both pictures and characters," Li Xiangshi, a cliff carving expert at the North University of Nationalities in Ningxia Hui autonomous region, told Xinhua news agency.
"The pictographs are similar to the ancient hieroglyphs of Chinese characters and many can be identified as ancient characters."
Until the discovery, the earliest characters included 4,500-year-old inscriptions on pottery from Henan province in central China.
State media say researchers identified more than 2,000 pictorial symbols dating back 8,000 years, on cliff faces in the north-west of the country.
They say many of these symbols bear a strong resemblance to later forms of ancient Chinese characters.
Scholars had thought Chinese symbols came into use about 4,500 years ago.
The Damaidi carvings, first discovered in the 1980s, cover 15 sq km (5.8 square miles) and feature more than 8,000 individual figures including the sun, moon, stars, gods and scenes of hunting or grazing.
"We have found some symbols shaped like both pictures and characters," Li Xiangshi, a cliff carving expert at the North University of Nationalities in Ningxia Hui autonomous region, told Xinhua news agency.
"The pictographs are similar to the ancient hieroglyphs of Chinese characters and many can be identified as ancient characters."
Until the discovery, the earliest characters included 4,500-year-old inscriptions on pottery from Henan province in central China.

John Nicholson is offline   Reply With Quote
Old 09-07-2008, 07:33 AM   #19
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
at last an erection

-------- --MY FINAL ADRESS TO THE VOTERS OF HALTEMPRICE AND HOWDEN

I HAVE NOT VOTED IN AN ELECTION MYSELF FOR OVER THIRTY YEARS

So how can I ask you to vote for me tomorrow.
My first point is that it is a sham election, which I am using to promote my educational philosophy, my research over thirteen years of study and my life experiences over nearly sixty eight years culminate into a respect for democracy, I am happy to let the majority rule.

I was born on the 15th day of September 19 40, my mothers view of war was such that after two world wars she said only politicians should fight wars, then there would be none. I wish for my work to be worthy of the lives of those airmen that lost their lives in the Battle of Britain, so I ask you to study my research into the possibilities of the human mind. Let my creation of an abacus that can be written in every human language and the creation of a linier mathematic concept whereby child will teach child the simple processes of mathematics on a daily basis, both in and out of schools, ensure the equality of education which is central to our survival.

As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy. My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.

My work can all be reached from this website.

http://www.fwi.co.uk/Community/forum...ics-16442.aspx


john nicholson - - - see page 6 -- july 8th The Times

-------------------------------------

John Nicholson is offline   Reply With Quote
Old 20-08-2008, 10:42 AM   #20
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
there is not enough time in the world for teachers to lounge

JUST A WAKE UP CALL


TRY THESE WHILE YOU ARE RESTING

How Memory Works....

--------------------------------------------------------------------------------

Retrieved from the internet on July 17, 2008:
URL: http://www.ifisiol.unam.mx/Brain/synap.htm
URL:http://thebrain.mcgill.ca/flash/d/d_...07_cr_tra.html;
URL: http://www.memoryzine.com/introductiontobrain.html;
URL: http://www.usatoday.com/tech/columni...rt-three_N.htm
URL: http://www.cns.nyu.edu/ledoux/overview.htm;
URL: http://health.howstuffworks.com/human-memory.htm

Good material....
Be well,
Rob aka segarama
__________________
Rob aka segarama

--------------------------------------------------------------------------------
Last edited by segarama : 20-07-2008 at 11:38 PM.
John Nicholson is offline   Reply With Quote
Old 04-09-2008, 11:28 PM   #21
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Science News


------------


Trigger For Brain Plasticity Identified: Signal Comes, Surprisingly, From Outside The Brain
ScienceDaily (Aug. 9, 2008) — Researchers have long sought a factor that can trigger the brain's ability to learn – and perhaps recapture the "sponge-like" quality of childhood. In the August 8 issue of the journal Cell, neuroscientists at Children's Hospital Boston report that they've identified such a factor, a protein called Otx 2.
Otx2 helps a key type of cell in the cortex to mature, initiating a critical period -- a window of heightened brain plasticity, when the brain can readily make new connections.
The work was done in a mouse model of the visual system, a classic model for understanding how the brain sets up its wiring in response to input from the outside world. But Takao Hensch, PhD, of the Neurobiology Program and Department of Neurology at Children's, the study's senior investigator, speculates that there may be similar factors from the auditory, olfactory and other sensory systems that help time critical periods. Timing is important, because the brain needs to rewire itself at the right moment -- when it's getting the optimal sensory input.
"If the timing is off, the brain won't set up its circuits properly," Hensch says.
Being able to control the timing of critical periods in different parts of the brain could possibly ameliorate developmental disorders such as autism, in which researchers believe critical periods may be inappropriately accelerated or delayed. Retriggering a critical period might also help people learn more readily after childhood – acquiring a new language, developing musical abilities or recovering from stroke or brain injury, for example.
Interestingly, Hensch and colleagues found that the brain cells that switch on critical periods in the visual system (parvalbumin cells) don't actually make Otx2 themselves. Instead, Otx2 is sent by the retina. In essence, the eye is telling the brain, "The eyes are ready and seeing properly -- you can rewire now."
"The eye is telling the brain when to become plastic, rather than the brain developing on its own clock," says Hensch, who is also a professor at Harvard Medical School and at Harvard University's Department of Molecular & Cellular Biology. "The idea that this class of molecular messenger is passed from cell to cell is considered unorthodox in cell biology." This idea, however, has long been advocated by Dr. Alain Prochiantz of the Ecole Normale Superieure (Paris) and College de France, Hensch's collaborator and a coauthor on the study.
It was previously known that when parvalbumin cells mature, they set up inhibitory circuits in the cortex, balancing the existing excitatory circuits. Hensch and others have shown that setting up inhibitory circuits is key in launching critical periods. "Early excitatory input is important to make first contacts between neurons," Hensch explains. "But then, at the next stage, you need inhibition."
In the current study, Hensch and colleagues demonstrated that when mice are reared in the dark, thus getting no visual input, Otx2 remains in the retina. Only when the mice received full visual input did Otx2 begin to appear in the cortex, and only then did parvalbumin cells start to mature.
In other experiments, the researchers injected Otx2 directly into the cortex. The parvalbumin cells matured, even when the mice were kept in the dark. Finally, when Otx2 synthesis was blocked in the eye, parvalbumin cell functions failed to mature.
Otx2 has an unusual derivation: it is originally produced during embryonic development; without it, mice don't develop heads. Production then stops, but some days after birth, it reappears in parvalbumin cells. "The nervous system is recycling an embryonic factor to induce brain plasticity," says Hensch.
Hensch, who last fall won the highly competitive NIH Director's Pioneer Award, is also interested in the transport mechanism that propagates Otx2 from the retina to the cortex. He speculates that Otx2 itself could be a carrier for factors you'd want to deliver to the brain, envisioning eye drops for brain disorders such as schizophrenia, in which parvalbumin cells don't properly mature.

Major Step Forward In Understanding How Memory Works
ScienceDaily (Apr. 25, 2008) — Our ability to remember the objects, places and people within our environment is essential for everyday life, although the importance of this is only fully appreciated when recognition memory beings to fail, as in Alzheimer's disease.
By blocking certain mechanisms that control the way that nerve cells in the brain communicate, scientists from the University of Bristol have been able to prevent visual recognition memory in rats.
This demonstrates they have identified cellular and molecular mechanisms in the brain that may provide a key to understanding processes of recognition memory.
Zafar Bashir, Professor of Cellular Neuroscience, who led the team at Bristol University said: "This is a major step forward in our understanding of recognition memory. We have been able to show that key processes controlling synaptic communication are also vital in learning and memory."
The ability to recognise elements in the surrounding environment such as faces or places, as well as the ability to learn about that environment, is crucial to our normal functioning in the world. But the actual mechanisms and changes that occur in the brain and allow learning to happen are still not very well understood.
One hypothesis is that changes at the specialised junctions (synapses) between nerve cells in the brain, hold the secrets to learning and memory. The change in the strength of communication between synapses is called synaptic plasticity and, it is believed, the mechanisms of synaptic plasticity may be important for learning and memory. Bashir and his colleagues tested this hypothesis.
Dr Sarah Griffiths, lead author on the paper, explained: "Nerve cells in the perirhinal cortex of the brain are known to be vital for visual recognition memory. Using a combination of biological techniques and behavioural testing, we examined whether the mechanisms involved in synaptic plasticity are also vital for visual recognition memory."
In their experiments, they were able to identify a key molecular mechanism that controls synaptic plasticity in the perirhinal cortex. They then demonstrated that blocking the same molecular mechanism that controls synaptic plasticity also prevented visual recognition memory in rats. This shows that such memory relies on specific molecular processes in the brain.
Professor Bashir added: "The next step is to try to understand the processes that enable visual memories to be held in our brains for such long periods of time, and why these mechanisms begin to break down in old age."

This is interesting research, backing up my concept of visual automatic memory which is at the back of easy learning provided by just watching the abacus movement, I say often that children learn quite easily by copying.

Their first copying is obviously sounds which they translate into meaning by simple regular association, IMPERCEPTABLY.

VISUAL COPYING WORKS EXACTLY IN THE SAME WAY

The child watches the movement on the abacus or by exercises in the manner of a “sum a second”, and then interprets the movement into perfect memory.

The point of perfect memory, when a movement on the ABACUS ONE becomes a perfect memory is also IMPERCEPTABLETheir second layer of copying is obviously visual which they translate into meaning by simple regular association also.

When a child uses an abacus one for a week in just ten minutes of regular arithmetic that arithmetic will be memory perfect.

When a child uses an ABACUS ONE for maths work in a consistently advancing manner for ten minutes a day from four years of age until it is six years old every mathematic principal will become an automatic MEMORY.

As also will the picture memory of the words in any language but we should use it for two languages one of them of course being English.



----------- ----------------------------
John Nicholson is offline   Reply With Quote
Old 10-09-2008, 05:43 PM   #22
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Simple

THE VERY HIGH VALUE OF SIMPLE TEACHING METHODS

Math’s is a skill millions of people have shaped
Modern brains took 49thousand years to develop what some of us have had for 1thousand many still are not taught.

THE POINT IS THIS

IF WE ALL LEARN MATHS IN THE SAME MANNER


we can then all teach it. so then

WE CAN ALL GUARANTEE PERFECTION IN IT
OR as near perfection as our individual health and effort combined, can achieve, visually it is so simple
Your two year old wants to watch television so they just keep trying, all computer training is a little like it........as is life


.BUT DOING ANYTHING PROPERLY
----
WHICH ALSO MEANS SIMPLY
,---------------
it BEATS EVERYTHING ELSE

AS FAR AS I AM CONCERNED MATHS AND READING ARE ESSENTIALS


they are inherent in building everything else we need to do
Once a child has those two abilities we can reduce teaching to less then three hours a day and let them chose with guidance a million other interesting activities where experience is everything.
obviously we use all our abilities all the time but many doors are shut by simple blinds

Richard Jefferies proves in the right position a leaf can prevent us seeing a Planet.

JOHN MACAINS MAIN speech is mans speech we just keep on trying

Last edited by John Nicholson : 08-11-2009 at 02:35 AM.
John Nicholson is offline   Reply With Quote
Old 02-12-2008, 08:41 PM   #23
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
the lot

Teaching
your own child
Everything

No one can teach your child everything, simply because ninety nine % of what we will ever know has to be learnt by ourselves.

The human mind absorbs information continually

Perfect reading and counting are the essential skills where parents can ensure perfection.

With these skills, our own children are equipped to take advantage of the rapid rise in personal knowledge available to a modern child.

Potentially ever child is a genius.
Your child is just as capable as you can make it.
Easily

John Nicholson
Nicholson’s view on just how every one learns

No one can teach your child everything, simply because ninety nine % of what we will ever know has to be learnt by ourselves.

But we can ensure that our own children are equipped to be able to take advantage of the rapid rise in personal knowledge available to a modern child.
We simply teach it, to read and count perfectly.

Counting is easier then reading, so we teach it first.

Counting is easy simply because we can see it.
There is nothing to it, just look at the back of your hands. You can see two perfect patterns of five.

Hide your thumbs and you can see eight, put the right hand down and you can see four, fold the fingers from right to left you will see three two and one, from a full left hand we can create every other number with the right hand thumb up for six then lift seven eight nine and ten.

What a great place the world would be if every body did something useful for every one else.
My personal effort is to demonstrate to you, just how easy it is to show your own children how to read and count.

To be able to do this well, I have to make it easy.
You may only ever have to teach your own child.
The principles of my teaching are simplicity and necessity, adaptable for every child in every language. I am confident that when teaching these two simple skills are perfected universally, we shall be able to create a better world where we can live in peace, feed ourselves properly enjoy the advantages of being alive without destroying our human future. Make many friends and learn a great deal.
Every thing we see some one else do, we can do, maybe never as well as them, but we can do many things exceedingly well, especially reading and counting, so understanding something I have spent Thirteen years of my life thinking about, should help you to do quickly and thoroughly what you can do, for your own child,
Teach it to read and count PERFECTLY.
Teach-The-Brain
---------Early-------

Maria Montessori thought this, today’s research proves it.
'The Absorbent Mind', Dr. Montessori wrote, "The most important period of life is not the age of university studies, but rather the first one, the period of birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. Not only his intelligence, but the full body of his psychic/intuitive powers. At no other age has the child greater need of an intelligent help, and any obstacle that restricts his creative work will lessen the chance he has of achieving perfection." Recent psychological studies based on controlled research have confirmed these theories of Dr. Montessori's. After analysing thousands of such studies, Dr. Benjamin S. Bloom of the University of Chicago, wrote in 'Stability and Change in Human Characteristics, "From conception to age four, the individual develops 50% of his mature intelligence; from ages four to eight he develops another 30%..." This suggests the very rapid growth of intelligence in the early years and the great influence of the environment in early development. Through Montessori's experience, she found that the young child's absorbent mind usually lasts about six years, a period she observed to be split into two three-year phases.

The combination of experience and research identifies the critical period for building neural pathways essential in raising every childs IQ potential. Regular conversation

Comparing a three year old mind with a computer, we load programs into a computer to assist in using artificial intelligence efficiently.

The three year old mind of every child is packed with evolutionary potential. The perfect sound recognition of thirty six symbols is our starting point. This is our first software program.

Identifying the possibilities within the meaning of the words and numbers created by the use of those thirty six symbols.
Perfect ability in reading and mathematics is the human right of every child, utilizing our simple natural ability to copy sound and physical movement will guarantee every child that ability, provided we show them how.

Every parent, by natural evolutionary concern for its own child, is best placed to ensure, that this essential ability, within its own child, to read right and count at the earliest possible moment, can be provided if it follows a systematic program of demonstration and short daily lessons.

These simple steps taken at the earliest possible time, starting as the child acquires language and repeated daily until each essential step is absorbed, will insure that your child can read write and count as well as any child anywhere in the world.

The physical ability to copy, leads to the mental conscious and subconscious understanding of daily routines. Daily association leads directly to vital assimilation of procedure, which is then built into the permanent memory we all need, if we are to read write and count.

Starting just as soon as the child can speak easily, at three to four years of age with little more then fifteen minutes per day of one to one teaching and demonstration, every healthy child can be taught to read write and count adequately, establishing a high level of math’s ability and good reading habits by the time they are six, many children will read independently from five years of age.

For children to be successful in school, parents must be actively engaged in their children's learning. Many studies show that parents' involvement in school is more important to their children's academic success than the parents' level of education or income. By showing interest in their children's education, parents can spark their children's enthusiasm, showing them that learning, both inside and outside of school, is enjoyable and rewarding.

Nicholson’s concepts in easy learning
For a universal standard in reading and counting

Distinct Cerebral Pathways for Object Identity and Number in Human Infants


Three demonstrations as soon as the child can speak.

L
Mr 5 Mr 6



Distinct Cerebral Pathways for Object Identity and Number in Human Infants

Early learning of the essential concept of twenty.

Once a child is taught the perfect concept of twenty, mathematics is easy.

Establishing a concept of ten fingers as the international ten is easy.

Establishing a concept of five is easier, it is an early human realisation.

Every visual concept has to be described by words, so we need twenty.

Every number can only every be a measurement of one, one finger.

Starting with Mr 5 and Mr 6 gives the child the initial confidence in five.

From the perfect concept of five we teach the perfect ten.

Once your child has the perfect concept of ten, two hands, we add ten.

Building up a visual quantity of twenty descriptions of one, start slowly.

Establish additions at the rate of “ A SUM A SECOND” Concept Counting.

Starting every infant class in the world with a sum a second should be law.

What is ten. Two hands. What is Five. One hand. What is every number.

Reading numbers is easy on Abacus One. Move it and read it.







Nicholson’s philosophy on using
Abacus One

As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy. My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.










Distinct Cerebral Pathways for Letter Identity and Number in Human Infants

Early learning of the essential alphabet sounds.

Your child should already count in rhythm from one to twenty.

Singing the rhythmic alphabet is just as easy, over and over and over again.

Once the child has a reasonable grasp of sound, the visual alphabet is next.

It is important that only a low case alphabet is used in very early learning.

Unless each simple piece of knowledge is memory fast it should be practiced.

Daily practice of sound/ sight linking of low case letters has to be perfected.

Working always with low case letters in the six line rhythmic is simple.

It helps to place small items on the letters in order to assist the memory.

An egg on the e an oxo cube on the o or x helps to fix the memory.

Changing three dimensional objects creates phonic awareness.

This three dimensional approach is very easy for the child to remember.




John Nicholson is offline   Reply With Quote
Old 02-12-2008, 08:43 PM   #24
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
the rest

SEVEN ESSENTIAL STEPS IN READING

Seven Essential Steps in Reading
which are far more effective after we have taught basic arithmetic and incorporated the three dimensional models with lowercase letters.

SYSTEMATIC STEPS IN READING

STEP ONE
Learn to sing the alphabet in alphabet rhythm


STEP TWO
Learn to read the alphabet in alphabet sound


STEP THREE
Learn to read the alphabet in the alternate phonetic
Sounds


STEP FOUR
Learn to read syllables and letter combinations


STEP FIVE
Learn to read sentences out loud without fear of
being wrong in pronunciation


STEP SIX
Learn to read aloud and self correct from the
content of the sentence


STEP SEVEN
Learn to read for pleasure and profit, knowledge and
Satisfaction

READING FOR LIFE

A child stumbling over a simple three-letter word or a confident speed-reader are dependent on the same principles for decoding any word.

“ Knowledge of the letters and sounds.”

Decoding any word is letter driven

Unless the reader knows the letters and the alternative sounds they represent, fluent reading will always be impossible.

Our subconscious mind works at the speed of light.

Every word in itself is an idea.

A child first creates a rhythmic memory, independent of sight, (vision). Then a picture and sound memory combination need to become as one.

When we see the letter the brain recognises it as a sound, and when we hear the letter the memory can identify the letter.

The human ability is to naturally convert “ words” spoken or text into image.

“Image in action.” (Imagination)

The speed with which the mind can decode any word, combining the ideas of the individual words within the larger idea of the sentence,
is at the speed of light.

It means that we have to learn all the combinations of sound that individual letters and letter combinations are capable of making.

We are establishing our first vital vocal neural pathway in formal education.

It is no accident, that in the alphabet sounds used to express the different letters of the alphabet they are in the main common sounds used within speech, capable of being formed into a rhythmic chant in order to establish the first,(in this instance vocal memory) of the alphabet.

It is quite natural for a child to be able to remember easily the sounds of the rhythmic chant of the alphabet in what I term as alphabet sounds.
Over a very short time a whole classroom or an individual child soon establish naturally a perfect sound memory of the alphabet. To establish whether the child understands/remembers the alphabet chant clearly, starting from random letters, a proficient child will automatically follow on with the next letter of the alphabet.
The rational for Systematic steps in reading.

Step one Our first systematic step in teaching a child to read under any intelligent reading system has to be the vocal alphabet sound, learnt of by heart. We are establishing our first vital vocal neural pathway in formal education.


Step two. Even before the child fully grasps, the vocal memory of the alphabet the essential forerunner of learning the letter symbols easily, the six line layout of the alphabet can be used in conjunction with establishing the verbal memory of the letter, although these two stages may be carried out to some extent together, we must never lose sight of the fact that they are, completely separate systematic stages within the process of learning to read.
Nothing will replace the automatic vocal neural pathway, which gives the child the ability to follow instantly in the vocal alphabet locking in the picture of the letter in the visual memory, linking together forever the picture and the sound within the mind.

In natural learning we copy sounds, establishing a sound memory of the alphabet, we then use our sound memory, to remember (link) the picture of the sound.

Systematic step three
Once the child has established a neural pathway of vision and sound we are able to simplify and assist the memory of the child in automatically pronouncing and memorising the phonetic alternative purely by the use of pictures.
When a child sees a picture of an apple and the word apple the subconscious memory, starts to build, the natural subconscious memory, which is vital to us in establishing ability to read words we have never seen before.

Eventually every word becomes a picture.

That picture instantly holds meaning within someone hearing it or seeing it, listening to words within our natural language, we clearly establish a memory of the meaning, recognising a written word as a picture, means that we see a picture built up of letters where our subconscious automatic ability decodes the word instantly.

Once the brain as established initial recognition of a letter the subconscious memory starts to be built around it, the alternative sounds of letters in different combinations develops quite naturally with constant use, establishing automatic memory of sounds where pictures can be used to represent words is a good starting point for the third systematic step. The automatic memory of the picture of an ever growing memory, that involves thousands of common words where automatic decoding takes place instantly, creates the instant ability to make the sounds of letters in words the reader has not previously read or in some cases heard before.


The fourth systematic step
Learning to read syllables and letter combinations, are naturally linked together with the third step, just as the two first steps are heavily linked together so are the third and fourth steps.

It is relatively simple to use pictures to automatically trigger alternative sound awareness once a letter is clearly established in the original alphabet sound, small words and vital syllables are beginning to be recognised as pictures, regular association forms an instant combined neural link, between the picture and the sound of the word.

Initially the child has to process letter sounds until a perfect picture memory of the word is instant, but thorough grounding in the first three steps develops the processing ability and once the processing is automatic (it always taking place subconsciously and INSTANTLY WITH WORDS WHERE THE PICTURE IS PERFECT) we are aware of it the moment a word is unfamiliar and mental or vocal pronunciation allow us to confirm it when we use it within our vocabulary.

Step five A great many things from the first four systematic steps can be practised and done together in a classroom situation but the next stage requires a listening partner, virtually every child benefits enormously the longer this stage goes on, and just as the first and second steps have a close relationship along with the third and fourth, so have the fifth and sixth systematic steps. The child will gradually move into the sixth stage as soon as it discovers more interesting material.

Step six Learn to read aloud and self correct from the content of the sentence.
The subconscious mind quickly sorts the potential meaning and reconciles it with written word, building it into the automatic memory.

Eventually every word becomes a picture.


The seventh step is entirely within the hands of teachers and parents; if a constant supply of interesting material is unavailable the child will quickly discover more exiting and vastly less worthwhile pastimes.







Chinese children guided me to the realisation that the abacus was the best natural maths teacher. I am at the present time working in conjunction with Emeritus Professor of theoretical physics, Winston Hagston. We are developing a world standard mathematics teaching program that can be adopted for teaching by parents or older children, so ensuring the possibilities of equality in education. Once any child is perfect in mathematics, and can read its own language well, with the use of a computer and internet, and provided with an older mentor or teacher, it can educate itself to any level its natural ability and determination strive for. My thinking is for the future, our children and Grand children. The problems we all face are democracy, world food supplies, energy sources, and education.
" THE POSSABILITY OF EQUALITY FOR EVERY CHILD NOW TODAY WITHIN EDUCATION "

we (man) will not survive without the concept of equality

it begins with education

I want to explain to the world that we can begin to create equality this morning.

My work can all be reached from these websites.

John Nicholson

http://abacusone.net/

http://www.abacusandalphabet.com/abacus.htm


http://www.teach-the-brain.org/forum...read.php?t=597 this is a list of things in order

http://www.teach-the-brain.org/forum...splay.php?f=23

http://www.teach-the-brain.org/forum...splay.php?f=26


http://www.youtube.com/watch?v=Fcb8nT0QC6o

my THREE DEMONSTRATIONS ARE UNDER THIS YOUTUBE

contact tel 01964 552055
John Nicholson is offline   Reply With Quote
Old 16-12-2008, 11:56 AM   #25
John Nicholson
Senior Member
 
John Nicholson's Avatar
 
Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Abacus Proving

November/December issue of Child Development Karen Bierman, Ph.D., Psychology at Penn State University.


When has one ever enjoyed rote memorizing? If you forget just one point or a particular figure the entire thing falls apart. Interesting things never leave our mind and it is more so for children who like to learn the fun way. Pictorial memory is retained better and is definitely more interesting. The Abacus as a tool for mental calculation has been proved by studies to be an effective method of brain development. The benefits of using the abacus to calculate have a bearing not just on this particular area but also on other walks of life too.
Rote Memorization of tables is a very tedious process that the child is obviously apprehensive to it.

Learning the tables with the Abacus is a fun way because the retention is better for the child with the pictorial memory.

THIS SHOULD BE EVERY CHILD by honest john


Otherwise if the child forgets just one figure in the time tables then he is sure to get confused about the whole sequence. The Chinese abaci were designed with a special suanpan technique to specially make the multiplication process easier to handle.
According to researchers visual memory is a very crucial aspect of learning. For learning tables with the abacus the children will use both their hands for moving the beads. The synchronizing movement of the hands initiates the cell development in the brain and also utilizing the right part of the brain which is very important to actually master something.
The human brain is divided into two parts the left brain and the right brain. What is used by children most of the times is only the left brain and the right brain which is the actual seat and origin of intelligence is left unutilized. This very important part of the brain integrates whatever information is received and is also responsible for thinking and creative human activities. The learning of time tables through the abacus is one of the many activities that prompts simultaneous activity of the both the parts of the brain.
The use of the abacus is not just a better method for learning time tables over rote memorizing but also the abacus being an attractive tool manages to capture the undivided attention of the child too. It eliminates the phobia attached to tables and makes the processing of numbers a relatively easy activity for them.
Numerical memory and improvement of the spatial arrangement of memory are most enhanced by the use of the Abacus. Apart from that the skill of solving general mathematical problems of the elementary school grade are seen to improve too. The facts stated here are backed by results of tests conducted among children, one group using the Abacus method and the other group without this method. The group using the Abacus method was more efficient naturally as they correlated the calculation with the Abacus image in their minds and were not confused.
So choosing the abacus method for your children will definitely give you the satisfaction of ensuring for them a better future. This will be by making their basics strong right from the beginning. Go ahead get the abacus advantage for your child and recommend it to other people as well so as to pave the way for a sound and confident future for the young generation.
John Nicholson is offline   Reply With Quote
Reply

Go Back  Teach-the-Brain > Teacher Lounge


Thread Tools
Display Modes

Posting Rules
You may not post new threads
You may not post replies
You may not post attachments
You may not edit your posts

vB code is On
Smilies are On
[IMG] code is On
HTML code is Off
Forum Jump


All times are GMT +1. The time now is 01:18 PM.


Powered by vBulletin® Copyright ©2000 - 2017, Jelsoft Enterprises Ltd.
© 2008 - 2015 Teach-the-Brain All Rights Reserved