Research

Enhancing Learning through Patterns and Multiple Encoding Methods

Learning improves when facts follow recognizable patterns, making them easier to encode and retrieve from memory. The more ways you encode information—such as drawing, counting, listening, speaking, reading, and writing—the more ways you can retrieve it. If one method fails, others can assist in recall.

Discover Your Learning Style

Most people have a combination of learning styles. Identifying a learner’s style can help tailor instruction to their strengths while also developing weaker areas.

Self-Assessment Tools:

• Education Planner: http://www.educationplanner.org/students/self-assessments/learning-styles
• VARK Learning Style Quiz: https://vark-learn.com/the-vark-questionnaire/

Teaching Multiplication Using Multiple Learning Styles

My approach integrates the VARK (Visual, Auditory, Reading/Writing, and Kinesthetic) model along with Memletics considerations, which include:

• Verbal
• Logical
• Social
• Solitary

According to Memletics, learning styles are not fixed. Instructors should provide diverse learning environments, matching and mismatching methods to enhance students’ adaptability (Srijongiai, 2011).

Counting Principles and Early Math Learning

When Do Children Learn to Count?

Research shows that children, with or without challenges, develop counting skills when they reach a mental age of 4½ years if given appropriate social contexts and materials (Benigno & Ellis, 2004; Çakir, 2013; Durkin et al., 1986; Saxe, 1991).

5 Counting Principles (Gelman & Gallistel, 1978)

How to Count:

1. Stable Order: Saying number names in sequential order.
2. One-to-One Correspondence: Assigning one count per object.
3. Cardinality: The last number spoken represents the total quantity.

What to Count:4. Abstraction: Counting remains consistent regardless of objects counted. 5. Order Irrelevance: Objects can be counted in any order as long as each is counted once.

Factor-Product Tables and Counting Principles

My factor-product tables align with the 5 Counting Principles by focusing on place value counting rather than whole products.

For example:

• In product 18 (3×6) and product 27 (3×9):
  • The tens place counts up from 1 to 2.
  • The ones place counts down from 8 to 7.

This method observes cardinality by ensuring the quantity of a set is represented accurately within decimal place values. Additionally, it aligns with skip counting, which reflects the number of items a counted number represents, rather than the total numbers spoken.

Additional Resources

For a visual explanation of these principles, visit: https://mathisvisual.com (Not affiliated with this content).

References

• Srijongiai, A. (2011). Learning styles of language learners in an EFL writing class. Procedia – Social and Behavioral Sciences, 29, 1555-1560. https://doi.org/10.1016/j.sbspro.2011.11.397
• Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number.
• Benigno, V., & Ellis, S. (2004). The development of mathematical skills in early childhood education.
• Saxe, G., Guberman, S. R., & Gearhart, M. (1987). The development of mathematical reasoning among children.