TOUCH MATH
2007-02-05
by Elreeta Crain Weathers, B.A., M.E.
Touchmath is a dynamic multi-sensory method of teaching math utilizing right-brain strategies. Touchmath was developed by educators in the 1970's to meet the challenges of students who were not able to experience success in math development because they could not remember and instantly recall 390 math facts-100 for addition, 100 for subtraction, 100 for multiplication, and 90 for division.. Not mastering all of the basic math facts results in wrong answers eroding self-confidence.
Touchmath employs touching and counting on numerals to derive answers. Each numeral--zero to nine--is assigned the number of touch points equivalent to its, value. Touch points are always in the same position on numerals and are always counted in the same order. All of the manipulatives are built in to the numerals.
Addition is the process of counting forward. Students can add problems written horizontally as rapidly as they can add vertical columns.
Subtraction is the process of counting backwards. Students must learn to count backward from 19 to 1.
Multiplication is the process of sequence counting. I teach my students to sequence count by:
* 2's to 20
* 3's to 30
* 4's to 40
* 5's to 50
* 6's to 60
* 7's to 70
* 8's to 80
* 9's to 90
* 10's to 100
* 11's to 121
* 12's to 144
* 25's to 500
* 50's to 1,000
Division is more complicated. It is the process of sequencing counting to a number without going over that number; making a tally mark for each number counted; and then comparing--subtracting.
Touchmath enhances and speeds the learning process of auditory, visual, and tactile learners. As soon as students have memorized math facts, they stop using the touch points-most of the time. One of my teacher friends was in the first grade in a public school when we began utilizing Touchmath . Effortless she was able to memorize math facts and was a high-achieving student throughout high school and college. There are occasions when she, as do I, employ TouchMath to guarantee accuracy.
In over forty years of teaching, the student with the most severe case of dyscalculia I have ever encountered, still uses Touchmath . In second grade Larry (not his real name) arrived in my classroom without any reading, spelling, and math skill. With guided practice, he worked the first grade math book two and a half times without comprehension. In third grade Larry began to be able to count independently. In seventh grade Larry has
been able remember only a few math facts; HOWEVER, he does seventh grade math. Using Touchmath TouchMath, Larry is able to solve problems as rapidly as students who have memorized facts, AND his accuracy rate is HIGHER.
When I began using Touchmath , there were no teaching materials (other that posters) available; hence I have always used Touchmath with the curriculum used by all of the students in the school in which I was employed.
Mrs. Weathers is a professional educator with over 40 years experience as a teacher and administrator in public and private schools. She has Bachelors of Arts in English, Religion and Sociology from the University of Mary Hardin-Baylor and a Masters of Education from Texas Christian University. She has also done post-graduate work at the University of North Texas and Texas Women’s University.
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