Teach the Brain Forums

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[COLOR="DarkRed"][SIZE="7"]Only you
can teach your own child
to count and read perfectly why?[/SIZE] [/COLOR]

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[SIZE="5"][SIZE="5"]Our natural human intelligence starts working on the day we are born, consider our inherited senses, which enable every child to teach itself to speak simply by listening and practicing, we have inherited the ability to copy the sounds of our natural language perfectly. This is perfectly normal human behavior which I describe as â€œimperceptible learning.â€ We do not know when or how they are learning, only perfect results prove that they are learning.

There is a second area of imperceptible learning, that is the natural ability the child has to understand the local area it lives in, we all possess the ability to visualise a local map which builds up quite naturally. The third imperceptible learning process is the most practical ability of all. Every child has the natural ability to follow highly detailed physical process`s. These three abilities are at the core of our massive species intelligence. The natural intelligence we need to build perfection in counting and reading when the child is actively learning and quite naturally able to mix imperceptible with reality.

Imperceptible learning takes place quite naturally, we copy language sounds perfectly and imitate any physical process that we are introduced to, this why my physical demonstrations have been developed in order build into the natural kinesthetic memories that link the physical reality of numbers with their meaning in language, written numerals and words. Understanding the meaning of numbers first of all from our fingers in relation to quantity and then the physical addition, subtraction, division and multiplication from using Abacus One and

the abacus one map.

With our natural attention been drawn to it, again in the same manner that we learn to speak and copying perfectly, we learn to imitate and copy Our parents physical activities. It is second nature to us to copy exactly what we can see our parents doing. Every advanced civilisation developed its own ability to calculate and record quantity, the recording of quantity utilised a natural phenomena the ability to store numbers, simply by multiplying them by 10, and recognising any particular 10 and its relationship to 10 digits so it is that we have Egyptian hieroglyphics, and national Abaci , advanced ability in arithmetic understanding gave rise to numbers represented by signs,, sign utilisation in numeracy clearly is advanced hand-in-hand with the ability to turn symbols into words.

Every word we use is a powerful idea in itself.

Natural language is the method we share to give perfect explanation,

Any Abacus illustrates quantity simply by usage of columns representing natures free gift, the decimal system.

Abacus one, and the Abacus One Map are designed with words representing the names of the quantities we require to understand.

In practice a three strand Abacus is sufficient to demonstrate the Abacus: column concept.

Reading One thousand and understanding how we get to 1000 is an enormous mental step, but parents teaching their own children have the ability to take their child on that journey, the Abacus one map is clearly understood as an extension of the Abacus, our natural ability to understand layout, is brought into play, our natural ability to physically understand and copy demonstrations brings us into contact with all the words we need to utilise to represent quantity initially.

To enable you to teach your own child efficiently, I need to teach you quickly how to teach your own child.

One quarter of my adult life has been taken up, in the development of system one for everyone, purely that every parent can ensure the best possible education for their own children simply by showing them repeatedly simple demonstrations utilising physical activity to develop meaning as far as numbers are concerned, when basic arithmetic is clearly understood, the parents understanding regarding teaching their own children is clear to them, so simply building up symbols to represent the meaning of words can be achieved early, quite easily by developing the child's unique memory system whereby we human beings turn signs into sounds, and sounds into meaning.

A 1 Scientific background behind counting, the practical physical demonstrations which will establish the permanent meaning of numbers for all healthy children by naming fingers one to ten initially.

Quoting directly from a new chapter in the work of Stanislas Dehaene the revised edition of

â€ The Number Senseâ€

the world renowned French Neuroscientist, I am including this to give further evidence regarding early education, especially relating to the future development of neuroscience within contemporary education.

â€œ Taken from page 246. When we think about numbers or do arithmetic, we do not solely rely on a purified, ethereal, abstract concept of number.

[COLOR="Red"] Our brain immediately links the abstract number to concrete notions of size, location and time. We do not do arithmetic in the abstract.

[/COLOR] Rather, we use brain circuits to accomplish mathematical tasks that also serve to guide our hands and eyes in space-- circuits that are present in the monkey brain, and certainly did not evolve for mathematics, but have been pre-empted and put to use in a different domain.
This is a perfect illustration of the neuronal recycling principle, which I introduced in my recent book reading in the brain. I posit that recent human inventions including letters and numbers and all the concepts of mathematics, have to find their niche in a human brain that did not evolve to accommodate them.

Taken from page 268. In brief, during the preschool years, the establishment of a two-way dialogue between our number sense and our counting system leads to a very closely integrated and improved system, where each symbol is automatically attached to an increasingly precise meaning. We are only now beginning to understand how this change occurs at the brain level. After studying how monkey neurons encode the numerosity of sets of dots.â€

Page 277. Stanislas Dehaene Conclusion
The Conclusion
As David and Ann Premac note. â€a Theory of education could only be derived from understanding the mind that is to be educatedâ€. Indeed we now possess a refined understanding of the budding mathematicians mind.

Great strides have been made in our understanding of how arithmetic is implanted in the brain. Applications of cognitive neuroscience to education are no longer â€œa Bridge too farâ€. On the contrary, many conceptual and empirical research methods are now available. Innovative educational programs can be introduced, and we have all the tools in hand to study their impact on children`s brains and minds.

The classroom should be our next laboratory.

THE CLASSROOM SHOULD BE OUR NEXT LABORATORY.

Every Scientific statement has to proven.

Over the last decade great strides have been made in understanding just how the brain works, it has been a great privilege for me to read the works and experiment `s of scientists with extraordinary abilities and immense patience in carrying out the most detailed research.

Considering all the articles on neuroscience that I have read over the last fifteen years, my regard for Stanislas Dehaene, is at the highest level. I believe that his previous mathematical studies have assisted his research enormously, and that the knowledge built up about mathematical understanding has led to equally valuable lessons regarding reading ability and observations within our species capabilities. We were not utilising reading and counting formally when the majority of our evolution was taking place, understanding this and utilising the brain functions we have has guided me to producing a system of early education which I consider to be virtually fool proof, regarding the abilities of all healthy children to count perfectly and read quickly when we teach them properly.

Understanding system one, utilising it within one's own family, utilising it as a starting point in nursery schools, in kindergarten`s, in reception classes in our primary schools, alongside general assistance where children have failed to be taught previously , system one taught methodically provides an easily understood systematic method for normal adults to adopt simply by taking only one days qualified demonstration, or reading and trialing themselves

Insert from American Research MATH DISABILITY LINKED TO PROBLEM RELATING QUANTITIES TO NUMERALS Monday, 24 October, 2011
NIH-funded study also finds math disabled students fail to catch up to classmates

Children who start elementary school with difficulty associating small exact quantities of items with the printed numerals that represent those quantities are more likely to develop a math-related learning disability than are their peers, according to a study supported by the National Institutes of Health.

The children in the study who appeared to have difficulty grasping the fundamental concept of exact numerical quantities-- that the printed numeral 3, for example, represents three dots on a page-- went on to be diagnosed with math learning disability by fifth grade.

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Our human future is obviously dependent on our human evolutionary history
Facts and probabilities within that history

[/SIZE][SIZE="5"]History of the brain. . Recent research considers that our brain today was as able 50,000 years ago but without our counting and reading abilities, and every thing else we have developed during those fifty thousand years.

Back to Africa our DNA indicates that we are all related directly to one lady in Africa, geneticists concluded that every person on earth right now can trace his or her lineage back to a single female common ancestor who lived around 200,000 years ago.

[SIZE="7"]We share a species mentality evolving over one million generations,

[/SIZE] If we simply take an average of five generations per hundred years clearly our natural intelligence is most likely to be similar when we are born, and very unlikely to be similar by the time we are mature.

[SIZE="6"]Today's research considers that our intelligence is more likely to be affected by nurture than nature, this is obviously capable of massive variation regarding that nurture,

[/SIZE] rather than the opposite, where it was previously thought that our intelligence was most likely to be more affected by our direct genetic inheritance. This argument will take years of research to settle.

Logically sharing a million generations after having a common female link it is most unlikely that birth variation is ever critical except where inbreeding is a factor. So it is that I consider apparent intelligence differences are most likely to be the result of financial or other unavoidable variations in circumstances.

My fifteen years involvement in early learning and the creation of one common method of insuring that every child in whatever circumstances it is born into, shall be taught systematically, on the basis that we can clearly do nothing about the childâ€™s birth inheritance, and everything that historical and future research proves possible, to enhance teaching methods and encourage lifelong learning ability
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In fifteen years of reading and thinking just what is needed to ensure that every child born has the very best opportunities available to it I can only lead a reluctant government to recommending a parental teaching program which can easily be copied in primary schools from where it can be proven and disseminated.

[COLOR="DarkRed"]Today's research considers it more likely that we are capable of 90% variation regarding nurture, rather than the opposite, which was previously thought.
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I consider that without neurological damage previous to our birth, our common intelligence is very similar, modern research indicates this consistently, the natural ability, to speak our natural language, is our first evolutionary gift, copying everything that our parents do as our physical strength increases is also quite natural, so is the natural awareness of where we are living, which builds quickly into capable mapping ability, so it is the we are born with massive imperceptible personal learning abilities.
Where parents are trained efficiently, which I consider is an easy task for them, they can be quickly taught to teach their own children from an extremely early age to physically understand number manipulation simply through utilising three simple maps, the first map illustrates the numbers one to 10 and is provided by the child's own hands, the second map is a three strand Abacus containing 10 counters written in the child's own language as to the counters value. Finally a counting board illustrating seven columns of numbers including the words we utilise to recognise those numbers will bring all children to understanding how to count to 10,000,000 quite easily.

Use of the Abacus in at least half of the world quite naturally creates massive number awareness within Russia, China, Japan and countries bordering them.

Central Europe use`s a Slavic Abacus to teach with, however all English speaking countries dispensed with Abacus or counting boards hundreds of years previously.

Once the development of numeracy became dependent on what is commonly known as the Arabic/Indian writing system for numbers, our educated scholars were able to create understanding in numbers simply by written marks
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The child's first map, its own two hands, teaches it naturally the physical meaning of each number, the Abacus teaches the child to understand the value of columns, that also relate to the initial ten numbers, so it can learn quickly to understand the meaning of words for numbers.

My chosen system of training children to read can easily be adapted to any other European language users to teach themselves English of vica versa.

If we consider that our human intelligence is spread equally throughout all races on the earth, it is therefore quite obvious that one counting system, is adequate for all the races if that counting system is perfected.

Our common ability to follow the physical process`s that our parents utilise, indicates our powerful natural memory. By the time children are two years of age they can well understand the meaning of many words as their ability to speak is developing this is a major part of their imperceptible learning.

We can quite easily bring about perfect understanding of number processing utilising physical demonstrations. These physical demonstrations utilise kinesthetic memory which is our natural memory. By combining that kinesthetic memory with language, it allows the child to understand both the language and the means of calculation shown by physical subtraction or physical addition. The child then has the ability to understand what is happening, and the mental ability with words to illustrate the calculation as it understands it physically.

So the counting road to reading is as natural to children as it is possible to be, after beginning to understand counting in the four dimensions that are as one, we are able to understand the physical meaning of quantity our expression of quantity in language, then our explanation of quantity in symbols and finally our expressions of quantity in written words.

Parents can be shown how to effect efficient teaching of all arithmetic in a few hours of reading and demonstration. Watching their children develop the mental abilities to count efficiently, will bring the parents and children closer together, for those physical lessons which require explanation building language ability is consistently being perfected.

It is my experience in fifteen years of research and consideration, that children whose number awareness is being continually tried and tested in simple exercises, as in a sum a second, the quick addition of finger illustrations changing quickly on either hand, builds visual number awareness along with instantaneous calculation ability
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As the child already understands numbers verbally, introduction to written numbers can be easily demonstrated, but writing words of course is impossible at this stage.

Reading age for any child where numeracy is virtually perfect in regards to the child understanding how ten million can be built up in numbers, simply through the understanding of words and columns, the child will probably be around 3 1/2 years to 4 years of age, this early arithmetic ability will have developed the child's mind, already the child is recognising written numbers, but we are not asking it to write any words, I believe that chanting can be efficiently remembered by all children long before they understand what they chant.

I also believe that the can chant can be made most efficiently in rhythm, the chant can then be related to numbers, letters and eventually words.

By the time any child is four years of age, its first rhythmic chanting of the alphabet should be perfected where parents are working successfully in arithmetic, perfecting the child's child chant of the alphabet, is the first step in reading. It is a step in reading as ancient as the alphabet itself.

The second step in reading, is therefore permanently bonding the letter in the alphabetic sound with the shape of the letter.

When it is obvious that the child can link every letter with its alphabetic sound quite easily, the third step is to link the alternative phonetic sounds with the letter, simply by using familiar small objects with low case letters in small words used to link the child with the phonetic sound and a physical memory of the word eventually, in the same manner as they can remember the physical word as a number, obviously sounding the first letter to form the memory of the phonetic sound used in words naturally.

Repetitive Reading where the child is sounding out the words themselves to the parent, is the fourth and hardest step to be undertaken in reading, but the link between child and parent is already well formed by teaching arithmetic first. This means parental realisation is also taking place, as to just what the child needs to learn perfectly, if they are to learn to read efficiently themselves, in perfecting parental teaching both sides are establishing closer understanding with their own children, and of course understanding the level of knowledge that the child is naturally aware of, this informal schooling (but systematic) teaching, carried out in systematic manner will build perfection in every healthy child.

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If we teach one generation to teach their own children properly we should never have to do this again, teaching systematically will be adopted in kindergartens and primary schools simply because the majority of children should already be acquainted with those systematic steps.

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---------------------- :holiday: -http://article.wn.com/view/2012/04/20 /Family_Most_Important_for_Early_Childhood_Development/ ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Confused

ickly: --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------- http://www.buzzle.com/articles/ancient-r...ation.html

read read read count the cost of not learning-----:pcprob: -----------:pcprob:

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ARE THE WORLDS scientists catching up with me

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Mental abacus does away with words
13:56 09 August 2011 by Ferris Jabr

When 11-year-old Priyanshi Somani multiplies strings of 10-digit numbers or finds the square root of a six-digit number, she doesn't use a calculator or even pencil and paper. Instead, like other specially trained youngsters, the young Mental Calculation World Cup champion manipulates an imaginary abacus.

Now studies on a group of children trained to use a "mental abacus" suggest the technique frees mathematics from its usual dependence on language.

In some parts of the world, particularly India, China and Japan, schoolchildren sign up for intense training programmes that teach them how to perform complex calculations in their heads using a mental abacus.

Intrigued, Michael Frank of Stanford University in California and David Barner at the University of California, San Diego, travelled to a school in Vadadora in Gujarat, India, where children learn mental abacus in a 3-year-long after-school programme.

Ali Baba

Previous research has suggested that mental abacus relies on visual working memory, but it wasn't clear how children kept track of all the columns: a typical abacus might have more than 15 columns, yet most people have trouble simultaneously visualising more than three or four distinct items in their minds.

In one experiment, Frank and Barner studied children who had spent a year learning to work a physical abacus and had recently begun practicing mental abacus. The pair asked the students to perform challenging additions. Most of them had difficulty performing calculations with numbers that had more than three or four digits. Frank suggests that the children only represent three or four columns of an abacus in their minds at any given time.

In a second experiment, the pair asked 15 expert mental abacus students to do complex calculations while listening to the story Ali Baba and the Forty Thieves. At the same time, these children had to repeat each word of the tale as they heard it â€“ a language task â€“ or drum their fingers on the table â€“ a motor task â€“ or do both.

Visual representation

The language and motor tasks somewhat hindered the expert children's mental calculations, with the language task interfering slightly less than the motor task. In contrast, a group of undergraduates from the University of California with no experience in mental abacus found it almost impossible to perform complex calculations while listening to the story.

All of this suggests that for practiced experts, mental abacus does not depend strongly on language systems, says Frank. Most of us need words to represent a number like 134,789 â€“ we rely on concepts represented by verbal numbers like "seven-hundred and eighty-nine" â€“ but mental abacus may be largely a visual task for those who master it.

[SIZE="7"][COLOR="Red"]"What we found confirms and extends previous work suggesting that mental abacus is not based on language, but is really a mental image of some sort, a visual representation," Frank adds.
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[SIZE="6"][COLOR="DarkRed"]Meaning and words are as one DICK

[SIZE="7"][COLOR="Blue"]just read the map--:tourist:
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[/COLOR][/SIZE]The design of the abacus not only makes it a powerful physical tool, it also facilitates mental visualisation. Grouping beads into a few sets makes them easier to hold in visual memory â€“ just as dividing long telephone numbers into three or four-digit chunks helps us remember them. "Because the physical abacus groups beads into columns, it's easier to hold a mental image of the abacus in your head," says Frank.

Journal reference: Journal of Experimental Psychology, DOI: 10.1037/a0024427 http://www.youtube.com/watch?v=z4ikTCTAAHU

the research

[SIZE="7"][/SIZE]My personal veiw of memory is that every thing we have seen we can remember, some of it quite clearly,

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[COLOR="DarkRed"]ALSO WHAT WE LEARN LATER IS STORED AS SELF CREATED IMAGES IN ACTION

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[SIZE="6"][COLOR="Purple"] THE ABACUS EXPERIANCE EVERY CHILD SHOULD HAVE AS AN ESSENTIAL RIGHT AS ESSENTIAL FOR BRAIN DEVELOPMENT

AS FOOD IS FOR THE BODY.
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[SIZE="6"]THIS BUILDS NEURAL ROUTES ESSENTIAL TO MAKES ARITHMETIC PROCESS AS NATURAL AS BREATHING[/SIZE]----------------------------

:tourist:-------------- read THE MAP ---------------:adder:

[SIZE="5"]Awake Mental Replay of Past Experiences Critical for Learning
ScienceDaily (May 3, 2012) â€” Awake mental replay of past experiences is essential for making informed choices, suggests a study in rats. Without it, the animals' memory-based decision-making faltered, say scientists funded by the National Institutes of Health. The researchers blocked learning from, and acting on, past experience by selectively suppressing replay -- encoded as split-second bursts of neuronal activity in the memory hubs of rats performing a maze task.
"It appears to be these ripple-like bursts in electrical activity in the hippocampus that enable us to think about future possibilities based on past experiences and decide what to do," explained Loren Frank, Ph.D., of the University of California, San Francisco, a grantee of the NIH's National Institute of Mental Health (NIMH). "Similar patterns of hippocampus activity have been detected in humans during similar situations."
Frank, Shantanu Jadhav, Ph.D., and colleagues, report on their discovery online in the journal Science on May 3, 2012.
"These results add to evidence that the brain encodes information not only in the amount of neuronal activity, but that its rhythm and synchronicity also play a crucial role," said Bettina Osborn, Ph.D., of the NIMH Division of Neuroscience and Basic Behavioral Science, which funded the research.
Frank and colleagues had discovered in previous studies that the rhythmic ripple-like activity in hippocampus coincided with awake mental replay of past experiences, which occurs during lulls in the rats' activity. The same signal during sleep is known to help consolidate memories. So the researchers hypothesized that these awake ripple states are required for memory-guided decision-making. To test this in the current study, they selectively suppressed the ripple activity without disturbing other functions, while monitoring any effects on the animals' performance in a maze task.
Individual neurons in certain areas of the hippocampus become associated with a particular place. These place cells fire when the animal is that place or -- it turns out -- is just mentally replaying the experience of being in that place.
In the experimental situation, the rat needs to learn a rule to get a reward. It must remember which of two outer arms of a W-shaped maze it had visited previously and alternate between them -- visiting the opposite arm after first visiting the center arm. The ripple activity occurs when rats are inactive during breaks between trials.
Place cells associated with the maze fire in rapid succession and in synchrony with other neurons in the neighborhood. The same place cells fire in the same sequence as they did when the rat first walked through the maze -- suggesting that the rat is mentally replaying the earlier experience, but on a much faster timescale.
In the current study, an automatic feedback system shut down place cell firing, via mild electrical stimulation, whenever it detected ripple activity, thereby also preventing the replay of the maze memory. Without benefit of mental replay, rats' performance on the maze task deteriorated. The impairment was in the animals' spatial working memory -- their ability to link immediate and earlier past experience to the reward. This ability was required to correctly decide which outside arm to visit after exiting the center arm during outbound trials.
The researchers propose that awake replay in the hippocampus provides such information about past locations and future options to the brain's executive hub, the prefrontal cortex, which learns the alternation rule and applies it to guide behavior.
Even though the replay events in rats last just a fraction of a second, Frank notes that they are not unlike our own experience of memories, which tend to compress often lengthy events into snippets of just the highlights of what happened to us.
"We think the brain is using these same ripple-like bursts for many things," he explained. "It's using them for retrieving memories, exploring possibilities -- day-dreaming -- and for strengthening memories." Awake Mental Replay of Past Experiences Critical for Learning[/SIZE]

John Nicholson

John Nicholson

John Nicholson

John Nicholson

John Nicholson