How does inTABS™ work?

To acquire behaviour, the student must engage in behaviour…learning by doing.” (B.F. Skinner, psychologist)

stamp kinaesthetic 200x200

inTABS™ ‘brings learning to life’ for instant mastery of the times table that lasts a life-time.

inTABS™ (shortened form of Interactive Tables) is a powerful kinaesthetic or multi-sensory learning system to achieve fast and effective results.

But how does it work [you mean show me the magic, Ed.]?

Interactive Learning

Uniquely, the answers to the equations are concealed which means the learner must interact with the book to reveal the answers. This interactive or kinaesthetic element creates powerful associations between the equations & the answers for memory and instant recall.

It works by using the established principles of Conditioning from psychology: through repeated interactions between the equations and answers, strong associations are formed (Classical Conditioning); which are positively reinforced or ‘rewarded’ when the child gets the answers right (Operant Conditioning).  Thus, the end result is a conditioned or automatic response when the equation alone is presented, i.e. instant recall! Seemingly simple but devastatingly effective.

Moreover, owing to the multi-sensory nature of learning involved (whereby they can visually map, see, touch, do etc.), the deeper level of processing means that not only will it work on gaining instant recall but also on retaining it over time.

In terms of Piaget’s Stages of Cognitive Development for children (the cornerstone of the Western educational model), the kinaesthetic nature of this book conforms to the Concrete Operational Stage (typically 7-11 years) whereby:

the child is now mature enough to use logical thought or operations (i.e. rules) but can only apply logic to physical objects (hence concrete operational)“.

Kinaesthetic learning is ideal for children (or adults) who benefit most from powerful interactive learning styles as opposed to the traditional rote learning methods used in schools which are not suitable for everyone. In the words of one of the most influential psychologists in the world, B. F. Skinner:

to learn, a student must engage in behaviour, and not just passively receive information.”

Kinaesthetic learning methods have been used with great success in Montessori schools.

Number Patterns

inTABS™ facilitates learning & detection of number patterns & symmetries using the unique shape coded patterns on the most recurring answers on the times table (12,24,36).

For example, ask the child to ‘find all the 12 answers’ on the grid: they will find that not only are all the 12 answers shape coded (hexagon) but also form an interesting ‘arc’ on the grid and the same again for 24(square) and 36(circle). This Facilitates an understanding of the relative relationships between numbers and their symmetries (3 x 4 is the same as 4 x 3 etc) as well as making learning fun, engaging and interesting. This is particularity useful for learners who engage more with patterns to make sense of things.

This can be also be turned into a fun game of ‘finding matching pairs‘ for children to learn symmetry: finding and lifting tabs to the equations that result in the same answer.

Traditional methods Vs.  inTABS™

You may be wondering what’s wrong with the traditional ‘finger tricks‘, ‘chanting the tables‘ or the ‘flash cards‘ methods that are widely used in schools (and in homes) and have been around in one form or another since the Victorian era? The simple answer is that they are not the same as instant recall which is key to not only to mastery of multiplication but to proficiency in maths (division, long multiplication, fractions, percentages, algebra etc). These antiquated methods rely upon tapping into a learned sequential methodology which is too slow: recall should be 2-3 seconds (under 2 seconds is excellent).

If we take the UK as an example: the simple truth is that if current/pre-existing methods worked, they wouldn’t have sunk to the bottom of the developed world for numeracy resulting in an innumeracy crisis in Britain (costing their economy over £20billion per year) with profoundly devastating outcomes for children’s futures (including twice as likely to be unemployed, general social deprivation and crime), arguably more so than the impact of illiteracy.

This is reinforced by Ofsted, the Schools Watchdog, findings concluding:

pupils without instant recall of the multiplication table struggle in maths”.  

Thus, the educational gap / inequality will continue to get worse, unless we do something about it. Now.

Computers Vs.  inTABS™

You may now reasonably ask, that’s all very well but my school (or home) has the latest technology/IT, so we’re OK, aren’t we? The short answer is no. Research shows that computers do not improve results in maths and if anything:

[OECD] think tank says frequent use of computers in schools is more likely to be associated with lower [maths] results“.

Conclusion

In summary, instant recall (knowing off by heart) of the times table is cardinal to proficiency in maths in the same way mastering the ABC is to literacy. This fundamental has to be ensured to enable progress in maths.  It’s perhaps best summed up in the words of the Ofsted Education Director:

“Without [instant recall] is like sending a plumber out to do a job without knowing how to use a spanner“ (Jean Humphrys, Ofsted’s education director).

Otherwise, the writing is clearly on the wall:

Primary schools which fail to teach times tables by heart are condemning children to a lifetime struggling with numbers, [Ofsted] inspectors have warned.” 

inTABS™ was scientifically, not to mention painstaking and lovingly, developed over 18 months to make a difference in the belief that all children can gain mastery of the times table if they are given the right tools.

In short, with inTABS™: Every Child Counts!

See the magic for yourself

This product has undergone rigorous testing with amazing results but don’t just take our word for it – put it to the test yourself:

posts 600x400 how to measure effectiveness

Ensure  >  Empower >  Enjoy 

New Multiplication Tests in Schools

New ‘against the clock’ Times Tables tests introduced in schools

 Times tables ‘to be tested by age 11’

Every pupil in England will be tested on their times tables before leaving primary school, under government plans

A classroom of children

Every pupil in England will be tested on their times tables before leaving primary school, under government plans.

Pupils aged 11 will be expected to know their tables up to 12×12, and will be tested using an “on-screen check”.

The checks will be piloted to about 3,000 pupils in 80 primary schools this summer, before being rolled out across the country in 2017.

Education Secretary Nicky Morgan said math was a non-negotiable aspect of a good education.

The “on-screen check” examination will involve children completing multiplication challenges against the clock, which will be scored instantly.

The Department for Education says it is the first use of on-screen technology in National Curriculum tests.

Teacher scrutiny

Ms Morgan has also said teachers will be judged by the results of the tests: “Since 2010, we’ve seen record numbers of 11 year olds start secondary school with a good grasp of the three Rs. But some continue to struggle.

“That is why, as part of our commitment to extend opportunity and deliver educational excellence everywhere we are introducing a new check to ensure that all pupils know their times tables by age 11.

“They will help teachers recognise those pupils at risk of falling behind and allow us to target those areas where children aren’t being given a fair shot to succeed.”

In 2015, 80% of Year 6 pupils achieved Level 4 in math, reading and writing, up from 78% last year.

But Labor says standards are being threatened by a shortage of teachers, and in the past some teaching unions have warned additional tests can place unwelcome pressure on teachers and pupils.

 

Source: BBC NEWS

2016 School Multiplication Test

inTABS-Slider-Main-1920x420_RevB-01

 

Times tables ‘to be tested by age 11’

Every pupil in England will be tested on their times tables before leaving primary school

 

  • 3 January 2016
A classroom of children

Every pupil in England will be tested on their times tables before leaving primary school, under government plans.

Pupils aged 11 will be expected to know their tables up to 12×12, and will be tested using an “on-screen check”.

The checks will be piloted to about 3,000 pupils in 80 primary schools this summer, before being rolled out across the country in 2017.

Education Secretary Nicky Morgan said math was a non-negotiable aspect of a good education.

The “on-screen check” examination will involve children completing multiplication challenges against the clock, which will be scored instantly.

The Department for Education says it is the first use of on-screen technology in National Curriculum tests.

Teacher scrutiny

Ms Morgan has also said teachers will be judged by the results of the tests: “Since 2010, we’ve seen record numbers of 11 year olds start secondary school with a good grasp of the three Rs. But some continue to struggle.

“That is why, as part of our commitment to extend opportunity and deliver educational excellence everywhere we are introducing a new check to ensure that all pupils know their times tables by age 11.

“They will help teachers recognize those pupils at risk of falling behind and allow us to target those areas where children aren’t being given a fair shot to succeed.”

In 2015, 80% of Year 6 pupils achieved Level 4 in math, reading and writing, up from 78% last year.

But Labour says standards are being threatened by a shortage of teachers, and in the past some teaching unions have warned additional tests can place unwelcome pressure on teachers and pupils.

 

Source: BBC NEWS

 

 

Master Multiplication easily & effectively

 

 

Why Learn Multiplication?

Times Table is key to numeracy

What is 9×8?  …….   7×8?  ……. 12×12?

If you or your child struggle with instant recall of the multiplication table, then you are not alone. Millions of us struggle with numeracy:

17 million adults in England have numeracy skills at/below primary school level” (Gov.uk, 2011)

This article will examine research findings that show the key to numeracy is knowing the multiplication table off by heart (i.e. achieving instant recall of the times tables) and how dyslexia, dyscalculia and SEN children can effectively master this through kinaesthetic learning thanks to the ground-breaking work done by inTABS™ , an innovative publication company from Oxford.

 

Is numeracy important?

Surely, you can get by in life without numeracy just as easily?

Research shows that being innumerate or innumeracy, which is defined as ‘unfamiliar with mathematical concepts and methods; unable to use mathematics; not numerate’, has devastating outcomes for children in terms of general long-term social deprivation, poor education (more than twice as likely to be excluded & play truant), unemployment (more than twice as likely to be unemployed), crime (65% of prisoners have numeracy below primary school levels), poor health, higher mortality and mental health issues. In short, innumeracy is a critical factor in poverty and social inequality and the associated costs to UK economy are over £20billion per year (source: National Numeracy).

 

Root causes of innumeracy

It seems that we have to make sure we get the fundamentals right first and foremost and at an early age.

Research shows that the key to numeracy is mastery of the multiplication or times table given it is cardinal to progression in math (for division, long multiplication, algebra, fractions, percentages etc.):

” Pupils without instant recall of multiplication tables struggle in math”  (Ofsted, 2011)

“Many low-attaining secondary pupils struggle with instant recall of tables” (Ofsted, 2011)

In fact, the study by Ofsted, the schools watchdog found that many primary schools fail to teach the times tables properly (Ofsted, 2011).

All very worrying and may go some way to explaining why Britain has sunk to near bottom of the developed world for numeracy (OECD, 2013)

 

Change in education law

This is why the British Government have just declared a ‘War on Innumeracy’ with the new mandate:

“Every child in Britain will have to know their times tables off by heart by 11” (Department for Education, 2015)

Ahead of tough new testing on this starting 2016 in Primary schools using against-the-clock tests with strict accountability that no child leaves without knowing their tables off by heart.

Thus, knowing off by heart the multiplication table (i.e. achieving instant recall) is absolutely crucial and evidently the difference between math success and failure.

 

What about children with Dyslexia / Dyscalculia?

Mastering the times table presents a bigger challenge for children who have dyslexia and/or dyscalculia (from Greek/Latin to mean ‘counting badly’) – why?

Firstly, deciphering numbers is subject to the same conditions as letters for dyslexics but the provision of colored overlays is concentrated on literacy which means numbers are mostly overlooked although, arguably, numeracy has a more profound impact on outcomes.

Secondly, dyslexia and dyscalculia are overlapping conditions in the majority of cases (50-60% of dyslexics have dyscalculia) whilst others have dyscalculia alone.

Developmental Dyscalculia is defined by the APA (2013) as a ‘specific learning disorder that is characterized by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations’ with prevalence at c.5% but general “‘mathematical learning difficulties’…are very prevalent and often devastating in their impact on schooling, further and higher education and jobs. Prevalence in the UK is at least 25%.” (BDA.org).

Dyscalculia can itself overlap with ADHD / ADD (BDA.org).

Thus, what help is out there for these and other Special Education Needs (SEN) learners who don’t necessarily thrive from traditional rote learning classroom methods but learn best through kinaesthetic or interactive learning?

 

Innovative solution

inTABS™  have psychologically developed a “revolutionary” way for dyslexia, dyscalculia, SEN children to learn their times tables off by heart in a highly effective, fun and simple manner.

inTABS™ ( short for ‘interactive tables’) Multiplication book uses special dyslexia friendly font and colors – one of the first in the country to do so, whilst the kinaesthetic or multi-sensory element uses principles of Conditioning from Psychology: repeated interactions between equations and answers on the interactive book creates powerful associations for memory and recall.

inTABS™ objective is inclusion: “every child counts” in addressing educational inequality. Their book “brings learning to life“, empowering children of all differing abilities to master the times table quickly and effectively so that they don’t struggle or fall behind in numeracy and thereby ultimately improving their life prospects.

 

VIEW PRODUCT HERE

 

Watch 1 minute BBC video on how the Times Table is practical skill in the real world

 

Kinaesthetic Learning

stamp kinaesthetic 200x200

inTABS™ ‘brings learning to life’ which means the times table can be mastered in only weeks but lasts a life-time.

 

inTABS (shortened form of Interactive Tables) is a powerful kinaesthetic multi-sensory learning system to achieve fast and effective results.

But how does it work [you mean show me the magic, Ed.]?

Interactive Learning

Uniquely, the answers to the equations are concealed which means the learner has to interact with the book to reveal the answers. This interactive or kinaesthetic element creates powerful associations between the equations & the answers for memory and instant recall.

It works by using the established principles of Classical Conditioning from Psychology: through repeated interactions between the equations and answers, strong associations are formed. Thus, the end result is a conditioned or automatic reaction when the equation alone is presented, i.e. instant recall! Seemingly simple but devastating in its effectiveness.

Moreover, owing to the multi-sensory nature of learning involved, the deeper level of processing means that not only will it work on gaining instant recall but also on retaining it over time.

Kinaesthetic learning is ideal for children (or adults) who benefit most from powerful interactive learning styles as opposed to the traditional rote learning methods used in schools which are not suitable for everyone.

In terms of Piaget’s Stages of Cognitive Development for children (the  cornerstone of the Western Educational model), the Kinaesthetic nature of this book conforms to the Concrete Operational Stage (typically 7-11 years) whereby “the child is now mature enough to use logical thought or operations (i.e. rules) but can only apply logic to physical objects (hence concrete operational)“.

Kinaesthetic or interactive learning methods have been used with great success in Montessori schools.

 

Number Patterns

This book facilitates learning & detection of number patterns & symmetries using the unique shape coded patterns on the most recurring answers on the times table (12,24,36).

For example, ask the child to ‘find all the 12 answers’ on the grid: they will find that not only are all the 12 answers shape coded but also form an interesting ‘arc’ on the grid and the same again for 24 and 36 etc. This Facilitates an understanding of the relative relationships between numbers and their symmetries (3 X 4 is the same as 4 X 3 and so on) as well as making learning fun, engaging and interesting .

This can be turned into a fun game of ‘finding matching pairs‘ for children to learn symmetry: finding and lifting tabs to the equations that result in the same answer.

 

Traditional methods Vs. inTABS

You may be wondering what’s wrong with the traditional ‘finger tricks‘, ‘chanting the tables‘ or the ‘flash cards‘ methods that are widely used in schools (and in homes) and have been around in one form or another since the Victorian era? The simple answer is that they are not the same as instant recall which is key to not only to mastery of multiplication but to proficiency in maths (division, long multiplication, fractions, percentages, algebra etc). These antiquated methods rely upon tapping into a learned sequential methodology which is too slow: recall should be 2-3 seconds (under 2 seconds is excellent). Moreover, research shows they are largely ineffectual as evidenced in the current situation of Britain being near bottom of the developed world for numeracy. This is reinforced by the Ofsted findings that “pupils without instant recall of the multiplication table struggle in maths”.  Thus, instant recall is crucial as emphasised by the new Government mandateevery child in Britain will have to know their times tables off by heart by 11″ ahead of new ‘tough’ testing on mental recall of tables starting in 2016.

Although it may be a bitter pill to swallow, the simple truth is that if the current pre-existing methods worked, then we wouldn’t have an innumeracy crisis in this country (costing the economy over £20billion per year) with profoundly devastating outcomes for children’s futures arguably more so than the impact of illiteracy. The educational gap and educational inequality will continue to get worse unless we do something about it. Now.

 

Computers Vs. inTABS

You may now reasonably ask, that’s all very well but my school (or home) has the latest technology/IT so we’re OK, aren’t we? The short answer is no. Research shows that these do not improve results in maths and if anything “[OECD] think tank says frequent use of computers in schools is more likely to be associated with lower results“.

 

InTABS was scientifically, not to mention painstaking and lovingly, developed over 18 months to make a difference in the belief that all children have the ability to learn if given the right tools. In short with inTABS: Every Child Counts!

 

 

 

 

Empower your child     >     Ensure they don’t struggle in maths     >     Enjoy learning maths

 

 

“Nation of math dunces”

Nation of math dunces: 17 million adults would fail tests set for primary schoolchildren

Seventeen million adults – nearly half the working population – have the math skills of a child at primary school, a report revealed yesterday.

Their grasp of numbers is so poor that they struggle to work out deductions on their pay slips or calculate change.

The number who struggle with basic numeracy has grown by two million over the past decade, even though billions of pounds has been poured into schemes to improve standards.

Enlarge  

How would you score in the numeracy test?

How would you score in the numeracy test?

The scale of poor numeracy far exceeds the equivalent figure for poor literacy, which is now five million.

The report, released by a new charity, National Numeracy, found that 49 per cent of working-age adults in England are so bad at math that they have no more than the skills expected of a nine to 11-year-old and would struggle with graphs and charts.

About half of these adults – a quarter of the working population – have only the abilities expected of a seven to nine-year-old and might struggle to pay household bills.

Launching the report, National Numeracy said school-leavers who have failed to master basic math are more likely to end up jobless, in prison or pregnant at a young age.

The charity said Britain’s low numeracy levels, which place us 17th in a global league of 30 nations, are partly due to decades of neglect of math in schools. But it also blamed a prevalent attitude that it is a ‘badge of honor’ to be bad at the subject and to have a ‘can’t do it’ attitude.

Support: Countdown mathematician Rachel Riley is fronting a campaign for adults to brush up on their maths skills

Support: Countdown mathematician Rachel Riley is fronting a campaign for adults to brush up on their math skills

Chris Humphries, chairman of National Numeracy and former chief executive of the UK Commission for Employment and Skills (UKCES), said:

‘Official Government figures quote that 17 million people have math capabilities, at best, of the age of an 11-year-old.

‘And actually half of that group’s capacity tends to operate down around the level of a nine-year-old.

‘That’s a scary figure, because it means that they often can’t understand deductions on their payslip.

‘They have problems with timetables, they are certainly going to have problems with tax and even with interpreting graphs and charts that are necessary for their jobs.

‘The truth is that numeracy has been hidden behind literacy.

‘We’ve made excellent progress in literacy. The investment in basic skills has demonstrated that good quality programs, good quality teachers, proper PR and publicity and a real attention to drawing adults in can make a big improvement.’

Mr Humphries lamented that math had been ‘downgraded’ in the UK, particularly from the 1970s on-wards.

‘The history of attitudes and concerns about mathematics in the UK, and particularly in England, dates back 40 years,’ he said. ‘We’re quite realistic, we don’t expect to transform this particular issue overnight.’

He said there was no ‘straight answer’ to the question of why Britain had a poor attitude to math, but included a ‘stronger focus that we have had in this country since the [Second World] War on the arts and humanities and social science’.

Mike Ellicock, chief executive of National Numeracy, said: ‘We want to challenge this “I can’t do math” attitude that is prevalent in the UK.

‘It’s often a boast or a badge of honor, and that’s across the whole of the social spectrum.

‘A huge part of the message is breaking down this view that’s held in this country that math is a “can do, can’t do” thing, that it’s genetic, “I can’t do it, my mum couldn’t do it” and that kind of thing.

‘There’s absolutely no evidence for that.’

A poll for the group found that 80 per cent of adults questioned would be embarrassed to say they could not read or write properly, yet only 56 per cent would be ashamed of admitting they were bad at maths.

It has been found that many adults lack the maths skills expected of a nine-year-old

It has been found that many adults lack the math skills expected of a nine-year-old (Posed by model)

The new organization, whose founding sponsors alongside Nationwide Building Society include the Rayne Foundation, Oxford University Press and John Lyon’s Charity, is the first dedicated solely to boosting numeracy skills. It is backed by Rachel Riley, the mathematician on Channel Four’s Countdown.

Endorsing the charity’s aims, BT chairman Sir Mike Rake said: ‘Poor numeracy is the hidden problem that blights the UK economy and ruins individuals’ chances in life.

‘It’s so often overshadowed by concerns about literacy, and yet there is evidence to suggest that numeracy may be an even clearer indicator of economic and personal success.’

(Article source: Daily Mail)

Read full article here

Schools FAILING to teach Times Tables properly

“Primary schools which fail to teach times tables by heart are condemning children to a lifetime struggling with numbers, [Ofsted] inspectors have warned.” (The Telegraph)

A report by Ofsted, the schools watchdog, found that:

Many primary schools fail to teach the times tables properly”.

It also condemned a modern teaching method which replaces traditional learning with “chunking” numbers as “cumbersome and confusing”. The method, which often baffles parents, was described as “cumbersome and confusing”, particularly for the lower attaining pupils that it was initially introduced to help.

If we don’t get it right at primary, then it becomes much harder for children to catch up” (Education Secretary)

 

(Article source: Telegraph)

Read full article here

 

Poor Numeracy: more than twice as likely to be unemployed

national-numeracy-logo[1]

“People with poor numeracy skills are more than twice as likely to be unemployed”

 

Innumeracy costs the UK £20.2 Billion per year; 17 million adults (nearly half of the adult population) have numeracy at/below primary school level.

There is substantial evidence that low numeracy skills are associated with poor outcomes:

  • Employment
    People with poor numeracy skills are more than twice as likely to be unemployed
  • Wages
    Recent data by the OECD show a direct relationship between wage distribution and numeracy skills
  • Health
    In OECD and UK basic skills reports, the correlation between poor numeracy and poor health is clear; data from the British Cohort Studies have shown that there is also a link between depression and poor numeracy
  • Social, emotional and behavioural difficulties
    Children with these problems are more likely to struggle with numeracy, even taking into account factors such as home background and general ability
  • School exclusions
    Pupils beginning secondary school with very low numeracy skills but good literacy skills have an exclusion rate twice that of pupils starting secondary school with good numeracy skills
  • Truancy
    14-year-olds who have poor math skills at 11 are more than twice as likely to play truant
  • Crime
    A quarter of young people in custody have a numeracy level below that expected of a 7-year-old, and 65% of adult prisoners have numeracy skills at or below the level expected of an 11-year-old.

Poor numeracy is also a problem in its own right. It can affect people’s confidence and self-esteem. Research from a review of adult up-skilling in numeracy by the Department for Business, Innovation and Skills has demonstrated that improving numeracy directly contributes to growth in personal and social confidence

The digital age

The digital age presents us with more numerical data than ever before and puts a new premium on numeracy skills.

Computers can do the mathematical processing for us, but we need good numeracy in order to use them effectively – to enter the right data and decide whether the answer seems approximately right.

Right now around 90% of new graduate jobs require a high level of digital skills (Race Online 2012), and digital skills are built on numeracy.

(Article source: National Numeracy)

 

“Good numeracy is the best protection against unemployment, low wages and poor health.” (OECD)

 

Read the full article here

 

 

Instant recall of the 12 times table is key to numeracy

Instant recall of the 12 times table is key to numeracy

The Telegraph - Millions of adults have maths skills of a nine year-old

What is 9×8?  …….   7×8?  ……. 12×12?

If you or your child struggles with instant recall of the multiplication table, then you are not alone. Millions of us struggle with numeracy:

“17 Million adults in England have numeracy skills at/below primary school level” (Gov.uk, 2011)

This article will examine research findings that show the key to numeracy is knowing the multiplication table off by heart (i.e. achieving instant recall of the times tables) and how dyslexia, dyscalculia and SEN children can effectively master this through kinaesthetic learning thanks to the ground-breaking work done by an Oxford University trained research psychologist.

 

Is numeracy important?

Surely, you can get by in life without numeracy just as easily?

Research shows that being innumerate or innumeracy, which is defined as ‘unfamiliar with mathematical concepts and methods; unable to use mathematics; not numerate’, has devastating outcomes for children in terms of general long-term social deprivation, poor education (more than twice as likely to be excluded & play truant), unemployment (more than twice as likely to be unemployed), crime (65% of prisoners have numeracy below primary school levels), poor health, higher mortality and mental health issues. In short, innumeracy is a critical factor in poverty and social inequality: the associated costs to UK economy are over £20 billion per year (source: National Numeracy).

 

Root causes of innumeracy

A9TK0R person doing basic maths on chalkboard

It seems that we have to make sure we get the fundamentals right first and foremost and at an early age.

Research shows that the key to numeracy is mastery of the multiplication or times table given it is cardinal to progression in maths (for division, long multiplication, algebra, fractions etc.):

“pupils without instant recall of multiplication tables struggle in maths” (Ofsted, 2011)

“Many low-attaining secondary pupils struggle with instant recall of tables”  (Ofsted, 2011)

In fact, the study by Ofsted, the schools watchdog found that many primary schools fail to teach the times tables properly (Ofsted, 2011).

All rather worrying and may go some way to explaining why Britain has sunk to near bottom of the developed world for numeracy (OECD, 2013)

 

Change in education law

BBC news - Nicky Morgan - All children in England will be expected to know up to their 12 times table when they leave primary school, the government has announced - War On Innumeracy

This is why the British Government have just declared a ‘War on Innumeracy’ with the new mandate:

“Every child in Britain will have to know their times tables off by heart by 11” ahead of tough new testing on this starting next year (Department for Education, 2015)

So knowing off by heart the multiplication table (i.e. achieving instant recall) is absolutely crucial and evidently the difference between maths success and failure.

 

What about children with Dyslexia / Dyscalculia?

Mastering the times table presents a bigger challenge for children who have dyslexia and/or dyscalculia (from Greek/Latin to mean ‘counting badly’) – why?

Firstly, deciphering numbers is subject to the same conditions as letters for dyslexics but the provision of coloured overlays is concentrated on literacy which means numbers are mostly overlooked although, arguably, numeracy has a more profound impact on outcomes.

Secondly, dyslexia and dyscalculia are overlapping conditions in the majority of cases (50-60% of dyslexics have dyscalculia) whilst others have dyscalculia alone.

Developmental Dyscalculia is defined by the APA (2013) as a ‘specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations’ with prevalence at c.5% but general “‘mathematical learning difficulties’…are very prevalent and often devastating in their impact on schooling, further and higher education and jobs. Prevalence in the UK is at least 25%.” (BDA.org).

Dyscalculia can itself overlap with ADHD / ADD (BDA.org).

Thus, what help is out there for these and other Special Education Needs (SEN) learners who don’t necessarily thrive from traditional rote learning classroom methods but learn best through kinaesthetic or interactive learning?

 

An innovative & complete solution

An innovative publication company from Oxford called inTABS™ have developed a “revolutionary” way for all children including SEN (dyslexia, dyscalculia, ADHD etc) to learn their times tables off by heart in a highly effective yet fun manner.

inTABS™  ( short for ‘interactive tables’) Multiplication book uses special dyslexia friendly font and colours (one of the first in the country to do so), whilst the kinaesthetic or multi-sensory element uses principles of conditioning from Psychology: repeated interactions between equations and answers on the interactive book creates powerful associations for memory and recall.

inTABS™ objective is inclusion: “every child counts” in addressing educational inequality. Their book “brings learning to life“, empowering children of all differing abilities to master the times table quickly and effectively so that they don’t struggle or fall behind in numeracy and thereby ultimately improving their life prospects.

 

Ensure  >  Empower >  Enjoy