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Easy Learning - John Nicholson - 26-07-2006
Brilliant i am pleased an american school has reported in with practical experiance with an abacus
all teaching of maths with any abacus developes the human brain
looking forwards to hearing more
john
Easy Learning - John Nicholson - 30-07-2006
WHY IS LEARNING MATHS EASY WITH AN
ABACUS
All mathematic concepts are based on numbers.
All mathematic processes have a relationship with counting.
The abacus is the world's earliest counter, the first human technical tool, over eight thousand years old,
Simply by counting numbers and then adding or subtracting the process of calculation takes place.
Those calculations are achieved by physical movement, apart from creating a number and then either adding it to an existing number or taking it away from an existing number the abacus user achieves an answer without thought, in just the same manner as we utilise a modern calculator.
But with one vital difference, the process of calculation is visual on the abacus and unseen on the calculator.
Visualisation is the secret of the abacus. My development of
ABACUS
ABACUS ONE is the perfect teaching tool.
Association with this abacus is possible as the child learns to speak.
The parent or the child simply moves up the first counter, counting and movement are combined, one two three four five six seven eight nine ten.
Perfect visualisation, we then exchange the symbol of ten, with the reality of ten counters, with our left-hand we move the symbol of ten to the top of the abacus where it represents ten, and at the same time moving ten counters in exchange to the bottom of the abacus.
Transferring Ten quickly becomes a subconscious action carried out by both teacher and pupil.
With only the written word ten in place on the abacus we continue our count, starting again with one as we move it upwards we say ten and one are eleven, continue ten and two are twelve, ten and three are thirteen, ten and four are fourteen, ten and five are fifteen, ten and six are sixteen, ten and seven are seventeen, ten and eight are eighteen, ten and nine are nineteen, ten and ten are twenty.
With two hands we exchange the symbol of twenty, with the reality of ten.
It is only when we reach 110 that we need to repeat the addition
110 + 1 is one hundred and eleven.
In ten years I have tried to improve on this layout, I have never produced any better lay out, only in this edition of explanation
Have I managed to utilise the concept of the teens.
This abacus can be produced in any language or overwritten
In stickers in any language or symbol of numbers.
This written explanation is as near perfect as any I have ever made. If you are able to improve on it please feel free.
Starting to use this abacus at the same time as the child is learning to read is a vital part of reading instruction every healthy person can drive a car, every healthy child can drive an abacus.
Comprehension of numbers takes place within the human brain in exactly the same manner as the comprehension of every other word, every number is no more or less then an idea, but an idea clearly understood by a child that is taught arithmetic on an abacus.
EVERY CHILD SHOULD HAVE ONE
Easy Learning - John Nicholson - 07-08-2006
TIMES TABLES
THE IMPORTANCE OF THE PERFECT RECALL OF COMMON CALCULATIONS
Because of the complexity of modern life unless we are aware of the value of a specific piece of information we hardly ever bother to learn about it ourselves or even teach it to our children.
What does one or 1 mean, when we see it written as 1 it has a more
understandable meaning then when we see it as one.
BUT what is more important, is the sound of one, whether we see it written or hear it, the human brain perceives it as sound, that sound is instantly converted to meaning, a child teaches itself to speak, simply by sound imitation and association of meaning, if we say hand, the mind perceives a hand, if we say five the mind perceives five, there for when we say there are five fingers on one hand a child is aware of the concept of five. Every word we use creates a mental picture, that picture we describe as an idea.
Within normal speech we automatically use a random and varied vocabulary to give explanation.
BUT WITH NUMBERS WE HAVE TO BE PRECISE
What comes first the sound of a word or the meaning of a word?
Rote learning is precise, (their has never ever been a valid argument against using it in precise memory building) so a child building automatic instant recall, uses rhythm naturally, first of all it can retain the memory of the sound of numbers by rhythmic chanting, the abacus THEN converts those sounds into valid (meaning) ideas.
So we simply move on to rhythmic counting in tens, putting up the centre column of the abacus creates meaning, chanting one eleven is eleven sliding up two counters at a time creates meaning, saying seven elevens are seventy seven is an instant answer and an instant meaning to a child taught on the abacus.
Meaning of numbers is easy for a child with an abacus training (mentality) experience.
BUT UNDERSTANDING A NUMBER IS NOT RELATED TO AN AUTOMATIC ANSWER TO A SUM IN MENTAL ARITHMETIC
In a simple count we develop automatic memory of sound and place, BUT by utilising rhythmically created permanent memory, of all the times tables, we effectively (SPEED CALCULATIONS)
AUTOMATICALY ANSWER, from permanent memory alone, hundreds of thousands of sums throughout our lives.
THIS ABILITY DEVELOPES THE HUMAN NUEROLOGICAL PATHWAYS INVOLVED IN LOGIC AND REASONING
These three lines contain the sum total of essential mathematics
The simple patterns of numbers, 33 ways to produce 10
Every which way to add 9 to 9 and any digit to any other digit.
Instantaneous ability in times tables.
EVERY PARENT HAS A DUTY TO THEIR OWN CHILD TO ENSURE THAT THEIR CHILD HAS THIS ABILITY SO CHANT AND SING YOUR WAY TO EDUCATION COMBINE THIS KNOWLEDGE WITH THE LESSONS OF
ABACUS ONE
Easy Learning - John Nicholson - 09-08-2006
The more time i concentrate on minute detail of teaching arithmetic with an abacus the more i realise its value in reading development,aproaching sixty six years of age i am setting off tomorrow to drive across parts of Canada where i hope to check out Canadian crops and Farms (once a farmer always a farmer) before flying to Hong Kong and China where my (as my still to meet) friend Franklin Tan as Four thousand perfect Abacus One models for me.Louisa Hay and my friend Proffesor Hagston are the only two friends i have convinced of the value of the abacus in teaching basic maths in the UK, just why is it that the concept of an abacus education is so dificult to introduce in the english speaking world, i know why, it is the perfection of indian notation 1 2 3 4 5 6 7 8 9 0 and the Decimal system.
Once we can read and count well, virtualy any one anywhere will be able to teach themselves anything, with just a litle (my spelling is still so bad that i am having to reffer to the dictionary for something that is pictorialy wrong) help from there freinds.) HELP FROM THEIR FRIENDS.
BOTH TEACHERS AND ADULTS GENERALY ARE UNAWARE OF THE PERFECTION OF THE HUMAN BRAIN we never apreciate the brains ability to store vast amounts of information instantly and we are compleatly unaware of the vast amount of that detail as it is being stored, drive down a road once in a lifetime drive down it in a years time and you will recognise vast amounts of detail, information you were totaly unaware that you remembered.
SO IT IS WITH THE ABACUS every child deserves to be taught in the best possible mode. The abacus builds a mathematic three dimensional map within the childs brain.
I WAS AWARE OF THIS IN TEN MINUTES i have now spent ten years in trying to perfect abacus teaching and advertise it.
Every teacher should prove this for themselves the initiators of this website
should arrange a large scale demonsration of it.
I fear that should i slip a usefull vital piece of knowledge will lie dormant for another five thousand years, i leave you to other friends of the abacus while i trail it around the world. my regards to you all
USE YOUR WHOLE BRAIN AND TEACH WITH AN ABACUS
Easy Learning - John Nicholson - 10-08-2006
My New buzz title abacus teaching becomes saturation mathematics.
ABACUS ONE
CHILDREN’S PROGRAMME
Before a child’s first encounter with the Abacus it is necessary to establish a permanent memory and visual representation of numbers in their mind. Children who struggle with basic arithmetic usually suffer with the inability to visualise the numbers in their head and therefore are unable to manipulate the number by adding, subtracting, multiplying etc. It is empirical therefore to repeat the simple finger exercises outlined in the beginning of this book until a mental link between the brain, the finger and its numeric position has been created.
It is crucial to get the child into the habit of counting from left to right across the hands. Thus, if you asked the child to hold up five fingers all five fingers would be held up on the same hand, similarly if you asked the child to hold up seven fingers all fingers would be held up on one hand and the first two fingers on the other hand. Confusion often occurs later for the child if they then have to ‘add on’ more fingers as they are unsure as to what fingers they were originally holding up and will result in the incorrect answer being given.
A chanting exercise, carried out daily, should be adequate to build a good neural pathway linking numbers and fingers thus creating a visual image of numbers, whilst also helping the child to learn numbers in the correct order.
LESSON ONE (ongoing – to be repeated daily for a couple of minutes)
The teacher is to stand at the front of the class and ask the children to copy which fingers they are holding up whilst counting aloud. As the children are physically involved, both verbally and holding up the correct number of fingers, this maintains their interest. This should be chanted a few times daily. As the children become more confident with numbers the teacher could vary the pace of the chant - a useful technique for re-establishing enthusiasm amongst children.
(Insert picture of Abacus Hands)
Whilst it is ‘obvious’ to those confident with numbers, it is common for young children not to have made the association, that each hand has five fingers on it and putting them together creates ten altogether. Once a child has established they have five fingers on one hand this makes them much quicker at addition, as they build on the knowledge they have five fingers on one hand.
The quote “this hand is five, this hand is five, together they are ten” along with a physical demonstration - establishing the hands as a mnemonic devices (memory aid). should be repeated.
Easy Learning - John Nicholson - 02-10-2006
Abacus One
The possibility of Universal Education
John Nicholson
Director – Abacus & Alphabet Ltd
Abacus House
The Green
Bishop Burton
East Yorkshire
United Kingdom
44. (0) 1964551945
Email: nchjh@aol.com
http://www.abacusone.net
Agenda
What is Abacus one
10 Minute realisation
The worlds first computer
Is universal education possible
Can children learn when we teach them less
Natural thinking vs. logical thinking
Accelerated learning
Visualisation
What is Abacus One?
http://www.abacusone.net/adultinstructions.htm
10 Minute Realisation
The vital demo
One year in 10 minutes
For the mind to grove the body must move
99% of personal knowledge is self acquired
Training means only 3 things – showing, doing and knowing
The World First Computer
5000 years old and 5000 years of continuous use
Provides concrete visualisation of written maths
notation and pattern repetition
Roman soldiers carried abacus
Asian speakers (Japan and China) utilise abacus rather than notation until the last 50 years
The abacus and the decimal system create meaning
Is Universal Education Possible
Mathematics is the basis for all science
It provides us with detailed explanation
Every aspect of measurement shape and time scale
The precursor of reading and comprehension within science
The second vital ability within education is the ability to read. Reading itself develops continually throughout life
Understanding numbers requires the same brain processes as the interpretation of written words
Natural thinking vs. logical thinking
Can Children Learn More When We Teach Them Less
Definitely Yes!
Maria Montessori scientifically proved all children learn best from doing. Abacus one is dedicated to her
Children need to be taught to cook their own food. They need to be taught to play the piano. They need to be taught to imitate the world great artists. They need to be taught to play creative games (eg. Chess). A modern child needs to be taught to touch type
A reading child develops imagination with which it stores the concepts of what it reads
Many essential parts of education are assimilated easily from photographs and film. It is easier to watch a film rather than read a book. We are in the main part unconscious of what we see during our everyday lives, these are in the main memories which are subconscienly sourced
Natural Thinks vs. Logical Thinking
Largest example of teaching ourselves is the ability of the human child to speak and understand the meaning of words in different languages and accents
The proof lies within those different languages and accents
It is un-natural for us to read but perfectly natural for us to be able to read. We naturally possess the mental ability to transfer sound into meaning, reading allows us to transfer symbols into sound hence meaning
Natural thinking occurs subconsciously.
“ image in action†- is the best explanation of natural thinking, associated with imagination but definitely not imagination rather realistic visualisation
Many essential parts of education are assimilated easily from photographs and film. It is easier to watch a film rather than read a book. We are in the main part unconscious of what we see during our everyday lives, these are in the main memories which are subconsciously stored unless associated with a dramatic event
To benefit from the vast capacity the brain has to recall events of note we have to create effective drama within education
Repetition combined with visualisation builds perfect mapping memory in just the manner we understand our local environment perfectly
Accelerated Learning
Always associated with doing. We simply saturate anything we wish to learn
For instance if we need to understand music we have to take part in it. No matter how badly we do something we cannot help but learn from it. The piano provides us with a universally available keyboard with the benefits associated in reading music
Learning a second language means understanding sound and translating it into meaning, therefore teaching language in association with early mathematics is both possible and totally effective
If a child was to read a book bout driving a car for a year before it was associated with a car, it would not enhance the child’s ability to drive the car one second faster than a child of a similar age who had read nothing about driving a car
No more effective demonstration of wasted time associated with vast amounts of un-necessary lessons can be bettered by the above example
A child like an adult in the correct circumstances absorbs concepts instantly
Visualisation
Quote Heller Keller “ there is nothing in the world more distressing than a person with eyesight but without visionâ€
Image in action is how we think naturally and at the speed of light
Within secondary and university education along side the continuous process of learning and re-learning for adults has now been provided for by the internet, which has available every resource necessary
During nursery and primary education we have to develop visualisation techniques which will ensure the possibility of universal education for every child born. Where there is the will and energy to learn. The prospect of unlimited personal knowledge without the restriction of either attending secondary schools or university is now possible
Easy Learning - John Nicholson - 23-10-2006
MY CHILD
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.
GOLDEN RULES
Under this heading these procedures must be carried out, naturally a child or an adult without knowledge examines an abacus, even without any prior knowledge many things can be observed and committed to memory.
We can not dictate what anyone does or when they do it with anything but with Abacus One some procedures are essential.
The child will never fail to learn maths and Abacus One will never fail the child , Abacus One can never tell a lie but it can not speak without demonstration.
Only you the parent or the teacher can fail to be able to teach the child maths
These are golden rules, if you fail to absorb them, I shall have failed both you and your child, I shall not fail neither will you.
COUNTING SIMPLE ADITION AND THE TIMES TABLE
Understanding the abacus is automatically assimilated by using it, this the adult (Student) ( Parent) (Teacher) first simple step.
GOLDEN RULE ONE
Starting with all counters down, we have to count distinctly to 129.
WHY? To learn addition.
Counting out loud and moving counters up at the same time.
one two three four five six seven eight nine ten
A child only needs ten symbols and thirty written words to eventually comprehend a million million. Abacus One carries twenty of those words,
in low case, eleven to nineteen are not written on it nor obviously million.
SO HERE WE ARE AT THE CRUX OF THE PROBLEM IN UNDERSTANDING THE A BACUS
IT IS NO PROBLEM WE USE TWO HANDS AND EXCHANGE TEN COUNTERS FOR A SYMBOL OF TEN. WITH ABACUS ONE, IN THIS CASE WE EXCHANGE TEN FOR TEN BUT IN THE MIDDLE COLUMN OF THIS ABACUS EVERY COUNTER IS ONLY TEN
So we continue our count out loud, ten and one are eleven, ten and two are twelve, ten and three are thirteen, ten and four are fourteen, ten and five are fifteen, ten and six are sixteen, ten and seven are seventeen, ten and eight are eighteen, ten and nine are nineteen, ten and ten are twenty.
So with two hands again we exchange the ten reality counters for the symbol of ten and the written word twenty.
So simply by counting we are assimilating the process of addition, by counting to 129 we are covering the difficult part twice.
You the adult have learnt already how addition is achieved on any abacus.
You have to develop slick demonstration. I have only a slight advantage, in ten years association with the abacus I still have much to learn.
Slick demonstration! with all counters down demonstrate the eleven times table, with two fingers push up one ten and a one, repeat it until you simply transfer the symbol of one hundred for the symbols of ten tens, TT
Transferring ten counters for the symbol of ten again, we simply add eleven
twice to complete the demonstration.
All maths has a mental relationship with simple counting and addition.
How many times in your life will you need instant answers in maths so called wrote learning?
It is human to have the answer before the understanding, the abacus gives us the answer first and the understanding comes from repetition.
Simply by counting we achieve the answer and so we identify Abacus One
with the users name and the word counter, being taught on the abacus is the right of every child.
Only straight forward memory is involved in saying one eleven is eleven
And repeating two elevens are twenty two onwards understanding is as natural as the ten times table.
Repeated addition of numbers gives instant times table answers and instant understanding when we count as in chanting our times tables try it.
GOLDEN RULE TWO TEACH EVER CHILD PERFECT TIMES TABLE
Easy Learning - gudipudi - 30-10-2006
cool article
Easy Learning - John Nicholson - 12-11-2006
This guy has an IQ of 220-230
WE HAVE MANY THINGS TO LEARN FROM HIS EDUCATION
http://www.seedmagazine.com/news/2006/09/maths_architect_of_beauty.php
:tourist: :pcprob: ABACUS HAMMERS HOME THE FACT THAT for every child it takes A SIMPLE PHISICAL PROCESS
TURNING IT INTO A MENTAL PERCEPTION
every child has the need and the right to learn easily educational researchers please get of your arse and prove this to every goverment
Easy Learning - segarama - 12-11-2006
:tourist: Hi John,
I am most interested in you comment at the end of the page. You are absolutely correct that children/students should be allowed to learn about their environment and solid subjects with as much ease as possible. By that I mean that Harvard University, Specifically Project Zero....teaches learning for understanding. Children find learning most difficult when they cannot understand with is being taught. This is where prior knowledge or learning [neuronal networks] manifests understanding and easy learning.
The government is really only collecting statistic....and shamefully in the easiest form possible....by having the students fill in the blanks....and test recorded by machines. Educators and Government officials do not represent the same clients.....Educators represent children and families...government represents politics and statistics.
Remember the saying...something like this..."teach the child to fish and he/she will not go hungry".....The government needs to think in this terms and try to statistically quantify that....cannot do it....Maybe the need for goverment is to monitor or illustrate the significance of "teach the child to fish and he/she will not go hungry", rather than scoring it on an IBM punch card.
Be well, John
Keep up the good work!
:tourist:
Rob
Easy Learning - John Nicholson - 02-12-2006
THANKS ROB :tourist:
WHICH FINGER IS WHICH
Pigs are like all creatures they develop with experience it is fifty years since I first kept pigs my mother and I fattened seven pigs and made a good profit on them, over five pounds a pig. my early commercial pigs were kept in huts and runs the small pigs were allowed to leave the huts when they were only a few days old even at that age they could find their way back to their own hut, by exploring a little further every day they could return to mother from a quarter of a mile before they were eight weeks old.
We have a real need to start a few minutes of formal teaching every day as children learn to speak they can learn to count on abacus one, I have not yet received my abacus from china yet, so we are building a new website just of visual demonstrations.
A three year old can count to ten and exchange ten on an abacus one, but I have 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 name, using the tapping ten techniques we need to link the numeral with an individual finger, total rote and factual AND SET IN CONCREATE AT same time,
One and ten are easy they are obviously at either end of the horizontal line.
So giving the exercise a formal name.
WHICH FINGER IS WHICH
Move next to the thumbs five and six a Russian Scotty is based on two hands 4 black two white 4 black every Russian child is still taught this way.
so we are left with three fingers on each hand to identify correctly,
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 would almost say that the child like the little pigs would find its way around mathematics with permanent memory finger number and name clearly having become a permanent memory fixed for the life of the brain,
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.
my last thoughts for today Thank you again Matt
WHICH FINGER IS WHICH
TAPPING TEN
A SUM A SECOND
COUNTING TO A HUNDRED MILLION
MAGIC NUMBER MOVEMENT
HIGH FIVE
HAND COUNTING RHYTMIC MEMORY FIXING
:anyone: LIKE THIS STUFF PLEASE TRY IT PROVE IT AND USE IT :rainy:
Easy Learning - John Nicholson - 08-12-2006
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
:pcprob: :autumn: :choc: :holiday:
Easy Learning - John Nicholson - 11-01-2007
Just looking at various ideas in mathematics
I am not particularly looking to correct any mistakes at this moment
earlier in the evening and were reading a website dedicated to Maria Montessori and I really felt extremely close to her ideas which unfortunately means continued thinking and threw until the day that my brain gives up on me or I die
just looking at ideas in mathematics
one of the things I have been thinking about is turning everything into practical demonstrations of doing, it has been extremely interesting for me to speak to So Harrison, I expect that if I can keep her alongside a little bit I shall learn a great deal from her and I shall be able to develop my ideas just from speaking with her and thinking them through,
Thinking about the fingers a child can dip its fingertips into different coloured washable paints and then in print onto a paper different blocks of five, what is the purpose of this you would like to tell the brain that you have five fingers on each hand, and that by printing the finger points you can actually build up accounting system, of course that system is based on five or 10 depending which colour of painting you use.
Here is a practical IDIEA conceived in a few minutes and it doesn't be taken a few minutes to write the idea down thanks to this speech software.
Every time you draw the brain back to concentrating on the fingers, to concentrate on them in relation to each finger you develop further awareness within the brain itself, you are building up the three-dimensional map of mathematics which is essential for the human brain to utilise when thinking through numbers, one of the problems the human mind as is concentration, whether you would be considered to be intelligent or considered to be stupid it is my opinion that the human mind jumps around a great deal. Once I am writing something then I am able to concentrate on what I am writing especially when the ideas appear in print just as fast as they occur within my brain.
Since my journey around the world I have found it quite difficult to sleep at a regular time, I have ended up like old men having asleep in the evening by the fireside, unfortunately this leaves me wide awake when I want to go to bed, so having gone to bed this evening quite early at 11 o'clock I fail to fall asleep by 1230 and decided to get up and write down some of the ideas I had been thinking about.
Obviously dabbing fingers into paint and making five marks in each hand was one of the things that I had been thinking about speaking to So Harrison about.
she was concerned that my type of teaching, was best carried out one-to-one, of course some of it is, just as the major part of teaching is carried out on a one-to-one basis throughout our lives, so are many things which we need to learn in school time if we can. One of the things I was thinking about all of which are being constantly aware was of value in drawing around the fingers and writing in the number of on the fingernails, by doing this you are bringing the brain to concentrate on the fingers you are bringing the brain to concentrate on which finger you described with which number, every time you can identify a finger through a better way of thinking about it, you were reinforcing the child's brain with the idea and Association of every finger with a number. Working through some other things associated with counting and having done so much written work on just how the brain perceives the written numbers.
My type of education is saturation education, So Harrison has been working with dyslexic children in one of the finest schools in the United Kingdom, she found it very difficult to believe me when I claimed that every child could be brought to read easily and naturally by simply perfecting mathematics in order to create the mental pathways in the brain needed to establish the memory of letters and the sound of letters in all the different manner and means that they are able to be made.
Not only do the sounds of consonants change by the use of the different vowels placed directly after them, they are equally as liable to change by the third letter in any word or single vowel or the first letter to be created in a different sound, of course we could spend a lifetime trying to isolate every sound and manner of sound created by the use of different worlds and formats, but my brain works like everyone else this article is being written entirely by the brain itself I am writing it in the manner of speech i have an idea and I want to use my automatic brain facility to print onto this paper just what I'm thinking about in order to give explanation to what I am thinking this is the very manner in which we speak to each other during the day giving explanation making the inquiry and perfecting our perception of what we are talking about now isn't this a great deal to take in it just one mouthful. Of course it is but this is the manner of thought and the automatic use of language,
Why Have I tried to give this explanation here, because it is very relevant when talking about learning to read the majority of the way we learn to read is automatically understood by the vast amount of facilities the brain possesses, which in the most part we are entirely unaware of.,,,
Of course we need to study the brain, of course we need to understand what is happening when we see anything with the memory of that vision within our brain, for a great deal of time I have been trying to understand, the type of negative memory which we have of doing most things and compare it with the positive memory we have when we see something exciting, now remember this and remember it well, if you are trying to teach a child something and you cannot make it exciting, you are hardly able to consider that the child will have an established memory of it.
Of course the brain learns with repetition, of course the abacus is perfect for teaching the brain, of course my abacus is perfect for preparing the brain to use notation in the early arithmetic which we need the child to do.
Using an abacus allows us to use the simplest form of memory we have, after just a few days of using an abacus in memory of how to perform a small addition sum a small subtraction sum, to create a simple division pattern, or to create a more complicated multiplication pattern which is possible with abacus one,
one of the specific things that I got out of bed to write this evening, was an idea I had in effective education,
We are in the main given two choice s watch a film, or read a book.
But the simply thinking about how I am to teach the abacus to one adult made me think that I could give verbal explanation, and utilise a still picture at the same time, of course those still pictures have to have some element of diagram and instruction included with them,.
I could immediately see that this was the best way to create understanding as regards teaching the abacus to an adult and probably to a great deal of older children who need to be brought up to speed in mathematics, were the same approach taken to teach an adult how to use the abacus, would be just as valuable in teaching older children how to make a start using it, and how to use it in association with the international pattern of teaching mathematics, I return time and time again to the benefits of having one main form of education concerning mathematics, and naturally of course concerning the teaching of every child how to read in the English-language, Chinese children will have to learn the alphabet and all the associated sounds with it if they are ever able to learn to speak English effectively in the modern world, for a young child to learn English where it is saturated with English in its daily life would take no more than one year, a child of five years old given association with English children six hours a day would speak effectivly in the English-language after one year of training.
The young child is so much more effective at understanding and manipulating sound then adults are trying to do the same form of education, it is extremely difficult for the English to produce sounds allowing them to speak effective French Chinese and Japanese, of course some European languages are not totally unlike English, but in the manner of the formation of our country we are a modern country established from many different people, speaking the language which is the most modern and effective in the whole world thankfully for me writing this with a dragon's speech software producing the words on the printed page just as fast as I can think them through.
:tourist:
Easy Learning - John Nicholson - 11-01-2007
:yes: read on macbeth
It will not belong before writing in the manner in which we perceive it is totally outdated as far as I'm concerned this is already happened I cannot spell correctly and cannot use English as well as I would like to use it in the manner of grammar, syntax and whatever, but I can speak and think quite quickly. And as I speak naturally in the world's most common language I am able to be understood quite clearly by many Indian and Chinese individuals with whom I am becoming increasingly interested in Asian lifestyles.
Within its mentality, we people of the British iles are bound by a common thread, we speak using many different accents, and naturally we are bonded to a local areas the areas in which we are brought up in, common television programs, binds us together with some extent as do our national papers, thankfully Britain is more outgoing than our American cousins are able to be, their city societies are bonded together still within their own national birth origins, you are able to be an American of any nationality previously and at the same time as you are American, shouldn't we all have a similar attitude towards being a human being, coming for wherever in the world, but trying to co-operate with the people around us, obviously our newspapers and television's are full of miserable happenings around the world, but within our daily lives, we are co-operating with many people, and extremely vulnerable to being cut off from the values created by other individuals within the lives we lead as modern citizens of the world.
For a short time this morning I watched Tony Blair coming to the end of his term in Parliament, just as I always have been, I was thrilled with the manner and the order in which he spoke. As an enormous lover of the English-language i will always be thrilled by his breadth of argument and his brilliant use of language, of course the poor guy has had a difficult time all the last three years, the Moslem world feels aggrieved at the Western world and when you see some of the things which the Israelis have inflicted on some of the moslem states is there any wonder that Moslems have a sense of grievance against the Western world.
As far as Mr Blair is concerned, he can point to his efforts to sort out the difficulties of our European Moslem families in Yugoslavia and the neighboring countries, Tony Blair led the world to protect those people, in their wars.
. We turned in the weekend's Sunday times, there was an article written by an individual from Zimbabwe showing just how many people have been killed lately through starvation and disease, just how much difficulty there is within that country, what is the world doing about this, very very little purely because of problems associated with the Iraq war.
Individual action by America and Britain saved Moslems in Europe through the use of United nation's and North Atlantic Treaty Organisation at the same time, but the individual action they took in Iraq, did not have the same perception of United Nations approval of actions as in Europe, we really have to make an effort to restore the dignity of the United Nations, it is only by authority of the United Nations organization, that we can ever hope to keep and create a peaceful organised and relatively fair world in the future.
The relationship between Tony Blair and Bill Clinton was an excellent relationship, their approach to the world problems was a useful and beneficial approach, the approach described in the manner of the third Way, we did not have the rampant socialism of communist Russia, the benign socialism of Castro in Cuba, nor did we have the fascist regime of North Korea and many countries still throughout Africa and the Middle East.
The third Way is probably the only way of utilising the capitalist system to benefit the majority of the world's population, having only recently visited China and observing the speed at which the communist state is transforming the country by capitalist means, just as well as trying to control the population by and forced participation in one child only families,(how much better is this then uncontrolled disease and starvation) the communist government in China can also be counted on as utilising the third Way, use of the third Way disappeared in America with the ascends of the right wing Republican party, as I perceive the new Conservative leader David I perceive another individual who is possessed of a political nature very close to the third Way. The Chancellor of the Exchequer looks like having the opportunity to carry on with the third Way for a short time, whether the British public will allow him to carry on with the third Way after the next national election we will have to wait and see, I find politics and business should I say watching politics and business as the most interesting professions on earth, hopefully by 10 years of research into the mind, trying to understand just how we do learn things can be brought to bear in a useful manner, not only providing My family with a living, allowing my grandchildren the male members to become farmers which is my strongest wish. But hopefully helping millions of underprivileged children through developing a third Way in education, what uses the benefit of the computer if you cannot read, what use is money if you cannot count and organise it to the benefit of society.
What is the use of any human being without proper respect for the individuals around him, and for the different countries and situations that have been forced on those people that live there, the evolution of the world, is clearly not within an orderly formation, the two previous world wars created the massive modernisation of the Western societies, the Internet is creating massive modernisation of all societies, but we need to have simple methods of teaching our children to count and read and my efforts within my family's company of abacus and alphabet will remain at the focus of my daily life.
I have great concern for children and the young people we need to produce the goods and food to keep old beggars like me alive.
British farmers and all farmers need to expand their horizons, fortunately effective television and newspapers report the world's happenings directly to us.
But governments have a problem, you cannot govern and suit everyone well governing as far as British farmers are concerned we are totally leaderless, it is my well recorded intention to attack the hierarchy of the British National farmers union, just as long as they protect themselves from change by preventing the members of the British farmers union having any real choice in the leadership of that union.
I was spent about two hours recording some of my best ideas, and a few minutes trying to bring those ideas into the perception farmers teachers and thinkers.
Goodnight.
ickly:
Easy Learning - John Nicholson - 14-02-2007
to my daughter,
:tourist: keeping them on the right road;
Lucy two weeks ago or so i got it, the penny finally dropped for me, i know i am a slow learner ten years for something so simple.
you are developed from a four legged animal just watch any one walking they move there arms to help themselves walk.
when the arms were legs and the hands paws the hands were flat on the floor.
so the hands naturally will lie flat on a table look at them, for a human being five is the natural number, dip the childs fingers in paint and print with both sets of fingers
move across the table as though you were walking, you will see sets of numbers always in five's brian butterwoth would say a natural numerosity,
so now we can hold up both hands, all we need to do is christen each finger clearly with the appropriate number as soon as the child can speak, once the child has grasped which number is represented by which name, meaning falls naturally into place, as soon as the child can speak we must do this, standard world practice every mother must be told to do this.
FROM FOUR YEARS OF AGE EVERY CHILD WILL HAVE TO BE GIVEN AN ABACUS ONE MODEL OR AN ABABCUS ONE MAP AND SEVEN STONES TO WORK WITH ON A 1 2 1 BASIS IN TWO YEARS WORKING 1 2 1 EVEN A DONKEY WOULD BE NUMBER PERFECT
EVERY CHILD IS BLEST WITH A MILLION YEARS OR MORE OF PERFECTION IN DESIGN FUNCTION THEY HAVE TO BE PERFECT
THERE CAN BE NO COST TO MY IDEAS WHAT I HAVE LEARNT SO SHALL I TEACH :blackadder:
Easy Learning - John Nicholson - 10-04-2007
A massive step forwards for easy learning was made just over a week ago,
Howard Gardner was given an Abacus One at Harvard.
:adder:
Easy Learning - John Nicholson - 12-04-2007
ROB GAVE AN ABACUS TO HOWARD GARDNER FOR CAUSE OF FUTURE THINKING
EASY LEARNING IS A CONCEPT WE ALL HAVE DEVELOPE MORE
MY CHILD
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.
GOLDEN RULES
Under this heading these procedures must be carried out, naturally a child or an adult without knowledge examines an abacus, even without any prior knowledge many things can be observed and committed to memory.
We can not dictate what anyone does or when they do it with anything but with Abacus One some procedures are essential.
The child will never fail to learn maths and Abacus One will never fail the child , Abacus One can never tell a lie but it can not speak without demonstration.
Only you the parent or the teacher can fail to be able to teach the child maths
These are golden rules, if you fail to absorb them, I shall have failed both you and your child, I shall not fail neither will you.
COUNTING SIMPLE ADITION AND THE TIMES TABLE
Understanding the abacus is automatically assimilated by using it, this the adult (Student) ( Parent) (Teacher) first simple step.
GOLDEN RULE ONE
Starting with all counters down, we have to count distinctly to 129.
WHY? To learn addition.
Counting out loud and moving counters up at the same time.
one two three four five six seven eight nine ten
A child only needs ten symbols and thirty written words to eventually comprehend a million million. Abacus One carries twenty of those words,
in low case, eleven to nineteen are not written on it nor obviously million.
SO HERE WE ARE AT THE CRUX OF THE PROBLEM IN UNDERSTANDING THE A BACUS
IT IS NO PROBLEM WE USE TWO HANDS AND EXCHANGE TEN COUNTERS FOR A SYMBOL OF TEN. WITH ABACUS ONE, IN THIS CASE WE EXCHANGE TEN FOR TEN BUT IN THE MIDDLE COLUMN OF THIS ABACUS EVERY COUNTER IS ONLY TEN
So we continue our count out loud, ten and one are eleven, ten and two are twelve, ten and three are thirteen, ten and four are fourteen, ten and five are fifteen, ten and six are sixteen, ten and seven are seventeen, ten and eight are eighteen, ten and nine are nineteen, ten and ten are twenty.
So with two hands again we exchange the ten reality counters for the symbol of ten and the written word twenty.
So simply by counting we are assimilating the process of addition, by counting to 129 we are covering the difficult part twice.
You the adult have learnt already how addition is achieved on any abacus.
You have to develop slick demonstration. I have only a slight advantage, in ten years association with the abacus I still have much to learn.
Slick demonstration! with all counters down demonstrate the eleven times table, with two fingers push up one ten and a one, repeat it until you simply transfer the symbol of one hundred for the symbols of ten tens, TT
Transferring ten counters for the symbol of ten again, we simply add eleven
twice to complete the demonstration.
All maths has a mental relationship with simple counting and addition.
How many times in your life will you need instant answers in maths so called wrote learning?
It is human to have the answer before the understanding, the abacus gives us the answer first and the understanding comes from repetition.
Simply by counting we achieve the answer and so we identify Abacus One
with the users name and the word counter, being taught on the abacus is the right of every child.
Only straight forward memory is involved in saying one eleven is eleven
And repeating two elevens are twenty two onwards understanding is as natural as the ten times table.
Repeated addition of numbers gives instant times table answers and instant understanding when we count as in chanting our times tables try it.
GOLDEN RULE TWO TEACH EVER CHILD PERFECT TIMES TABLE
Golden rule three every thing we need to know we most probable already know
Hi rob 4 15 I am of to see my first litter down south for a few days
Thinking a bout demonstrating the abacus
I could not sleep
So up I got found where I had got to once before and started to type from there
The one thing about typing is the lenth of time you have to consider the idea.
The voice recognition is great when the ideas are perfect, you can just let rip and the brain does the rest on its own.
Thinking and recording is most probable done best with a pen and paper.
I am speaking to my self that is every human on earth as far as I am concerned, we simply have to sharpen up,
Ok the problem is quite clear
HOW DO WE DEMONSTRATE ABACUS ONE
THE ANSWEAR OF COURSE LIES IN THE FINGERS
WE MUST USE CERISS TO DEVELOP IDEAS MORE IT IS A GOOD FOCAL POINT, CERRIS CAN DEVELOP VISUAL THINKING FROM WHERE I LEAVE OF SO LET CERIIS CARRY PICTURES OF OUR MENTAL DEVELOPMENT PROGRAM
STARTING WITH THE ABACUS VISUAL TEACHING PROGRAM
THE PURPOSE OF CERISS IS MENTAL DEVELOPMENT SO LET IT DEVELOP ITS OWN FIRST
YOU MUST MOTIVATE CRISTEENA IN PARIS I WILL HELP YOU
Easy Learning - John Nicholson - 12-04-2007
Visualisation
Quote Heller Keller “ there is nothing in the world more distressing than a person with eyesight but without visionâ€
Image in action is how we think naturally and at the speed of light
Within secondary and university education along side the continuous process of learning and re-learning for adults has now been provided for by the internet, which has available every resource necessary
During nursery and primary education we have to develop visualisation techniques which will ensure the possibility of universal education for every child born. Where there is the will and energy to learn. The prospect of unlimited personal knowledge without the restriction of either attending secondary schools or university is now possible
OK THE FINGERS GAVE ME THE VISUAL CLUE AGAIN
WE HAVE A PROBLEM WITH DEVELOPING A TEACHERS MANUAL FOR ABACUS ONE
MY THINKING HEADING IS GOING TO BE DRAMATIC VISUALISATION
SO TEACHERS MANUAL VISUALISATIONS.
RELATING TO ABACUS ONE
SET 111 MULTIPLY IT BY TEN JUST BY STANDING IT ON ITS HEAD
EVERY CHILD BORN WILL REMEMBER THAT
SET 111 TO DEMONSTRATE SOME SIMPLE FRACTIONS
WHAT CAN WE SHOW ON ABACUS ONE
FIRST 111 IS ONE THIRD OF OUR NUMBER
WHAT IS THE NUMBER
SECOND 111 IS HALF OUR NUMBER WHAT IS THE NUMBER
THIRD 111 IS ONE QUATER OF THE NUMBER WHAT IS THE NUMBER
AND SO WE DEVELOPE OUR THINKING AND OUR LANGUAGE FOR THINKING MATHEMATICALY :pcprob:
SO I AM OF TO GO THINKING
Thank you Rob for your considerable imput to the cause of the abacus in english speaking schools it as to be a stepping stone in experiential TEACHING
:choc:
Easy Learning - John Nicholson - 19-04-2007
THE SPEED OF THOUGHT
AN UMPTEENTH ATTEMPT TO WRITE A TEACHING MANUAL FOR ABACUS ONE
A SPECIFIC ATTEMPT TO CREATE INSTANTANEOUS ABILITY IN ABACUS AWARENESS
INSTANTLY FOR ENGLISH SPEAKING TEACHERS
THE DEVELOPERS CONCEPTION as of 19th April 2007
John Nicholson
With the awareness that the human brain is a consistently developing entity, anything beyond this point will be changed at will.
Please use this as a starting point template for yourself.
What do I know about the abacus after ten years of studying it.
What do in know about my own brain after sixty six years seven months and four days of using it.
The correct answer to both questions is very little.
So just how can I teach teachers to teach arithmetic, it easy for me, I have, just as you have a perfect brain, crafted by millions of years of evolution, and so as every human child. Nature has crafted us to create instant awareness, nature has endowed every one of us with the ability to teach and learn.
We have in fact only three modes, teaching learning and thinking.
Descartes the famous French Philosopher was said to have said I think therefore I am, which in fact is a misquote for what he really said, which was a human truth. “ I am therefore I thinkâ€
THE BRUTAL TRUTH
You can not teach anything properly until you know it well.
This is why I have only developed the confidence to give written explanation to something so simple in function, and something so powerful in concept, after ten years of study.
We all perfect everything we do, to our individual ability level, that level of course, is subject to personal will, so my will as regards teaching you to teach many, the secrets of the abacus, is as strong as my will to live.
Within any twenty four hour period, you can perfect your teaching mode with my guidance.
IT ONLY TOOK ME TEN MINUTES TO RECOGNISE THE POWER OF THE ABACUS, and ten years to tell you this.
In the final stages of understanding the power of the abacus to organise human thinking in the simple form of the decimal system initially, so building the mental structure to understanding everything,
I have to leave entirely to your own will.
I know that I have to show you how, and that means a visual exhibition eventually, it takes ten diagrams to perfect your ability to subtract.
Initially please start by reading my Paper Abacus one and the perception of numbers.
Easy Learning - John Nicholson - 22-04-2007
:yes:
OK
YOU HAVE READ THAT
I AM PICKING UP MY OWN ABACUS
AS A STARTING PIONT OF DEMONSTRATION
VIVID VISUAL VISITS TO VIVID VISUALISATIONS
NOT ONE IN A THOUSAND TEACHERS WHO ARE ENGLISH OR AMERICAN HAVE ANY IDEA OF ANY ABACUS PRACTICAL USE AT ALL
YES THEY ALL KNOW WHAT AN ABACUS IS.
YES NONE OF THEM ARE MOTIVATED TO TEACH A CLASS WITH IT.
SIMPLY BECAUSE THEY HAVE NEVER BEEN TAUGHT THEMSELVES HOW TO USE IT.
I STOPPED GIVING TEACHERS ABACUS. THIS IS WHY
THEY COULD NOT TEACH THEMSELVES HOW TO USE IT AND THE WOMEN MY OWN FAMILY VERY MUCH INCLUDED ARE THE WORST OF ALL.
SO MY CONCEPT OF UNIVERSAL USE AS A MAJOR BLOCK ON IT. What is it?
Ignorance
.
That is its strongest demonstration.
We are all ignorant.
We are all consistently blinded by ignorance.
To demonstrate Abacus One correctly we have to be proven perfect.
TAKE THE ABACUS ONE SIX YEAR OLD EXAMINATION. But from both left and right
THE RECOMMENDATION LIST
First make yourself fully abacus aware.
Always start a child from the left counting everything. Why?
Perfect maths in mental and notation is our aim.
We all develop a personal best in arithmetic, you will enhance your own understanding of arithmetic and that of every child you will ever teach in the future, far beyond your own ability just now.
Your motivation to learn is always restricted by fear of not understanding, only perfect steps make a perfect ladder.
The head of every primary must be motivated to perfect their personal abacus awareness, before they introduce Abacus One.
We obviously learn most by doing something, so a number of one to one teaching/pupil exchanges by the head and the mathematics expert are needed to perfect the teaching mode.
We are consistently perfecting individual teaching technique, by trial and error.
Individual personal motivation of every child, is what you are about to teach with an abacus.
No head of school worthy of their own title will ignore this technique.
Prove your personal ability before you demonstrate the abacus.
Give an abacus to the worst mathematician, and the best mathematician in the oldest age group class, within the school and allow them time to work together, on their individual development of teaching technique.
Let them teach a teacher in every class from top to bottom of the school under the watchful eye of the head.
My concept for perfection involves family assistance in establishing early homework practice, every four year old shall have their own counter at home.
At last we start to learn.
You are at the back of the book and this the answer, I can do little more with words.
Demonstrations in easy order.
Use two fingers to demonstrate the eleven times table.
Use one finger to demonstrate the ten times table.
Tip the abacus on its head to demonstrate one hundred and eleven times ten.
Add ten and subtract one to demonstrate the nine times table.
Put up one and demonstrate multiplying it by 10 by putting it down and ten up.
Put up one and demonstrate multiplying 100 x 1 and 1000 x 1
Demonstrate counting in five's properly to 1000
Divide 1110 by 2 and 5 and 10
Divide 999 by 9 and 3
Divide and Multiply Add and Subtract
Once your fear of feeling stupid by not knowing how to use it disappears your confidence in demonstration will start to develop increasing with every child you teach.
So now you know it, you only have to show it.
Abacus One for every child.John Nicholson
Easy Learning - John Nicholson - 24-04-2007
THE IDIOTS GUIDE TO THE ABACUS
Richard Dawkins is a British Ethnologist and an Evolutionary Biologist. He was born in Kenya but his family moved to the UK when he was 8 years old. His father was Clinton Dawkins a farmer and former soldier. Both his parents were very interested in natural science. Richard went to school at Oundel and then went onto study Zoology at Oxford University in 1962.
He is maybe the world’s most famous atheist. He is an avid believer in evolution and follower of Darwin. He interprets Darwin's ideas using current findings from our science research. Darwin who was a naturist and developed the theory of natural selection. (Slight variation in species promote their advantages and disadvantages in survival. Those members who gain an advantage tend to survive and reproduce.) Dawkins argues genes and not population are the basis for species survival and behavior.
Dawkins has written several books outlining his beliefs the first was published in 1976 The Selfish Gene. This book was very successful it was translated into over 25 languages and over 1 million copies were sold. In this book he talks about his gene centered view of evolution. Therefore genes (molecules of DNA) are the fundamental units of natural selection. The genes are what are carried forward He talks about how organisms are merely a survival measure constructed by its genes to maximise its chances of replication. They act as a vehicle for the genes so the success or failure of the gene on their ability to build successful vehicles. So organisms propagate their genes not themselves.
Genes that get passed on are the ones whose consequences serve their own interests. He also discusses altruism in nature which could be used to argue against this gene centered view. Altruism is the selfless concern for the welfare of others. For example the Bees who commit suicide when they sting to protect the hive. This was previously thought to be a part of group selection, Individuals doing what was best for the sake of the group. He says that this indicates that the selfish gene is also subtle.
His second book published in 1982 The Extended Phenotype he feels is his greatest contribution to the Evolution Theory. He writes how phenotypic effects are not limited to an organisms body but can stretch into the environment. Dawkins suggests because of genetic recombination and sexual reproduction from an individual genes viewpoint all other genes are part of the environment to which it is adapted. He also looks at memetics which is an approach to evolutionary models of information transfer based on the concept of meme. Dawkins does introduce the term meme in his first book. Meme is a unit of cultural information as gene is a unit of genetic information. He says memes can go from one mind to another in a manner similar to genes.
He formulated the word to talk about ideas that evolve and survive in the
same way species evolve. Therefore a meme is a self replicating unit of
culture. Just as genes reproduce so as to yield more copies of themselves in
using organisms so do memes reproduce so that they are remembered and
transmitted by more people. Children imitate from a very early age which
makes memes, memes are transmitted by imitation.
The existence of meme has been an aspect of Dawkins work that has been widely criticised. The discovery of mirror neurons in the brain however is a fundamental development in neuroscience to back up Dawkins theories I plan to now look at mirror neurons and then I shall look at how there existence has contributed to the field of memetics.
The discovery of mirror neurons is crucial for our understanding of the human brains evolution. Some say that their discovery is one of the most important findings in neuroscience in the last decade. Mirror Neurons are situated in the vertical premotor area of the frontal lobes. This is part of a pre-motor cortex whose activities are linked to planning and initiating movements.
They were discovered in 1995 by Giaccomo Rizzollati who was a neuroscientist
working at the University of Parma, Italy. The researchers had been studying brain activity in Macaques monkeys. In particular he was looking at the neurons the Macaques monkeys used for hand movements. In order to do this he had used electrodes which he attached to neurons to measure their response to movements. What he found was a crucial discovery.
He found that certain mirror neurons will fire up when the monkey performed a single specific action similar to motor neurons that make muscles do certain things. However he then discovered that these mirror neurons were very different because the same mirror neurons would fire up when the monkey observed another monkey or person doing the same task. Therefore they are active when an action is performed or observed. Since this discovery many experiments on primates and humans have confirmed their existence and their purpose. These experiments have recognised that they both have mirror neurons but they have discovered that humans have more highly evolved and flexible mirror neurons then primates. This is illustrated by an experiment that was documented in The New York Times 13th December 2005. Carl Zimmer writes about a student called Derek Lyons at Yale University. He had wanted to observe how three to four year olds learn. He claimed children learn by monkey see monkey do and chimps don’t. He was trying to confirm other research that suggested that children imitate in greater detail even when this is unnecessary where as monkeys recognise the unnecessary steps and merely go straight to the point. For example when an object was placed in a box and the experimenter underwent a number of steps to retrieve it they would incorporate a number of unnecessary steps such as tapping on the box. The chimps would recognise these and merely open the door and grab the food the children however would not they would still incorporate all the steps they had watched. Even when rushed they would not miss out steps just merely speed up the whole process.
These experiments all proved that humans were hard-wired to learn by imitation even when clearly this was not the best way. It proves that there is a big evolutionary change from Monkeys to Humans. Humans have multiple mirror neuron systems that specialise in carrying out and understanding not just the actions of others but their
intentions, the social meaning of their behavior and their emotions.
Mirror Neurons can explain a number of human features such as imitation, early language development, development of facial cues, empathy, mind reading, cultural rules and social skills. Because they allow us to predict, mimic and understand the actions of others. There is a strong belief that these mirror neurons reveal how children learn. They are the basis by which we understand other people’s intentions. Any time a child watches there parents, siblings, peers or teachers mirror neurons must be active in a similar observation execution matching system, because when we watch others perform a task or start to perform a task our mirror neurons fire up. Jean Piaget said “Play is the serious business of all childhood learning" Child
learn through touch, imitation, exploration, discovery and play.
Parenting and teaching are among some of humans activities most reliant on
functioning mirror neurons because the goal of parenting and teaching is to get the same neuronal systems firing in the student. It is necessary for a more technical explanation of the effect, that learning has on the brain to fully understand mirror neurons role in learning. When we learn something neurons in the cerebral cortex modify their connections to accommodate the new information. A new series of connections is established among the neurons. These same connections experience additional alterations later with newer input. Therefore the more we learn the more we are capable of learning in the future on a similar subject. This is why when a child is exposed to different languages they find it easier to pick up languages in the future
then one that is not.
So what dose this mean for us?
Evidence from mirror neuron research indicates a number of factors we need to
consider to get the most from education and the abacus. Firstly it indicates that between the years of 3 and 6 a human under goes the most extensive re-wiring. Therefore they are the most important years to develop the fundamental skills necessary for successful education from nursery to university. Therefore the abacus needs to be introduced as early as possible so the child is exposed early to it.
The second point is that people respond better to demonstration then instructions. Therefore watching a teacher use an abacus is a more effective teaching tool then reading of a calculator. The child can map the observed movement of a teacher on to an abacus onto their own abacus. New technology driven learning may decrease as the realisation the benefits of the more practical learning experience.
Their also is evidence to suggest that mirror neuron deficiency is what causes autism. A child who suffers autism is physically indistinguishable from those without but they suffer from deficits in social interaction and communication skills. Autistics are shown to have a lack of activity in their mirror neuron region of the brain. This dysfunctional mirror neuron system may contribute to many of their impairments.
The lack of activity in mirror neurons may explain these defects because mirror neurons involvement is not only in the execution and observation of movement but also in cognitive behavior such as our ability in social skills, imitation, empathy
and theory of mind. :pcprob:
FROM MY DAUGHTER LUCY IN AUSTRALIA
Easy Learning - John Nicholson - 30-04-2007
No One Will Ever Give The Message As To Why We Need Use An Abacus BETTER Then This
--------------------------------------------------------------------------------
:adder: HERE I AM
AN OLD FARMER KNOCKING SENSE INTO TEACHERS HEADS
MathTrek: Brainy Figuring
by Ivars Peterson
In pondering the possible relations between inventive thought in mathematics and bodily phenomena, the mathematician Jacques Hadamard (1865-1963) sounded a note of despair in his 1945 book The Psychology of Invention in the Mathematical Field.
"While mathematicians have not sufficient knowledge of neurology, neurologists cannot be expected to penetrate deeply (as would be necessary) into mathematical studies," Hadamard wrote. "Will it ever happen that mathematicians will know enough of the subject of the physiology of the brain and that neurologists know enough of mathematical discovery for efficient cooperation to be possible?" he asked.
That gap is beginning to close, particularly with the pioneering work of Stanilas Dehaene, a mathematician turned cognitive neuropsychologist, who works at the Service Hospitalier Frédéric Joliot in Orsay, France.
In the May 7, 1999 Science, Dehaene and collaborators at the Massachusetts Institute of Technology present the first hard evidence that two quite different modes of brain activity underlie our inborn capacity for mathematics.
Their study indicates that learning the multiplication table is akin to memorizing a laundry list, whereas learning how numbers relate to each other appears tied to visual intuition about space.
Using brain-imaging techniques, the researchers discovered that calculating an exact sum, such as 53 plus 68, and estimating which of two numbers is closer to the right answer, such as deciding whether 53 plus 68 is closer to 120 or 150, activate different parts of the brain. Performing exact arithmetic uses a region of the brain usually active during verbal memory tasks, and puzzling out approximations exercises the visual side.
In sum, the study suggests that mathematical ability results from the integration of two nonnumerical circuits in the brain, remarks neuroscientist Brian Butterworth of University College London in England in the same issue of Science. One is the left frontal lobe, which controls linguistic representations of exact numerical values, and the other involves the parietal lobes, which control visuospatial representations of approximate quantities.
Mathematicians have long reported that they rely more on mental images than words to arrive at new insights. Albert Einstein (1879-1955) once stated, "The words or the language, as they are written or spoken, do not seem to play any role in my mechanism of thought. The psychical entities which seem to serve as elements in thought are certain signs and more or less clear images which can be 'voluntarily' reproduced and combined."
The findings suggest that understanding relationships among numbers involves some sort of spatial tool, such as visualizing a number line. Such visual aids may be important sources of mathematical intuition. Developing skill in their use could be crucial for budding mathematicians.
At the same time, behavioral experiments with test subjects fluent in Russian and English indicated that learning how to calculate sums mentally in one language may not help much when performing the same summations in a second language. Yet making approximations is equally easy in both languages.
The language-related distinction also showed up when the researchers trained and tested the bilingual volunteers in more complicated mathematical operations, such as addition in a base other than 10 and the approximation of logarithms and square roots.
This is just the beginning, however. "Even the simplest arithmetic is more than just fact retrieval," Butterworth comments. Moreover, the parietal lobes may serve other mathematical functions as well, including some involvement in exact calculations.
"It is worth noting that the parietal lobes. . .are part of the neural circuit that controls handshapes and finger movements," he adds. "This raises the possibility that these brain regions contribute to finger counting and finger calculation-an almost universal stage in the learning of exact arithmetic."
In the end, studies of how the brain functions while doing mathematics may have implications for how mathematics is taught, potentially leading to new, improved ways of teaching arithmetic to children who struggle with numbers.
A BRAND NEW SOLUTION http://www.abacusandalphabet.com/abacus.htm
FROM HERE TO THERE http://www.brainconnection.com/topics/?main=sci-news/math-brain
:yes: FOR ME PEACE AT LAST JOURNEYS END
Easy Learning - John Nicholson - 26-06-2007
here i am again back at the same place.
http://www.brainconnection.com/library/?main=genhome/early-reading
:tourist:
for over ten years i have worked on minute problems conserning childrens
ability to read write and count, ninty nine % of it i lernt in ten minutes watching chinese children use an abacus,
my tools are nearly ready to market, they are simple they are cheap, they have universal aplication.
has any so called scientist given my a helping hand? NO
will any scientist set up an experiment that proves that simple number awareness guarantees a child easier progress in reading ability?
or is it me on my own as usual?
just hammering away---:pcprob: -------:pcprob: -------:pcprob:
Easy Learning - John Nicholson - 12-07-2007
:choc:
YES I BELIVE THIS IS CLEAR
EASY TO UNDERSTAND
LET US ALL INVESTIGATE THE WORK AND THINKING OF
- - - - - - - - - MARIA MONTESSORI - - - - - - - - please
THREE PEOPLE IN THREE DIFFERENT COUNTRIES
Just what have you got in common, your obvious deep commitment to the human race, and in particular to those people who are most seriously disadvantaged.
My regard for the three of you is such that I cannot perceive my dream coming about without your assistance and blessing, and towards the fulfilment of my dream I must give explanation as to what it is.
In the immortal words of Martin Luther King “I have a dream” a dream of equality.
My dream is the “equality of human opportunity”
We can all be capable of showing kindness when kindness is shown to us, and in some cases when none is shown to us.
“A dream of equality of opportunity,”----------- my dream starts with the work of Maria Montessori with extremely disadvantaged children, trained first as an engineer choosing then to be trained as one of Italy’s first female doctors specialising in mental health, which led directly to her work with children committed to asylums, Simply by kindness and a deep awareness of human capability which grew throughout her lifetime, she learnt that by careful explanation and demonstration, that she could restore the self worth within those children. She consistently developed her personal understanding of the human mind and how children build understanding and mental capability.
It is exactly one hundred years since she established her first school, her principals of education are ignored in the main part by monolithic state education systems, to the greater disadvantage of the worlds children.
Maria Montessori realised that human beings teach and learn quite naturally.
It is part of our evolutionary history that we are capable of learning to speak our native language quite independently, simply by copying the sound of it and recognising the meaning of words as normal familiarisation takes place.
In the same manner we are able to copy human action, science has identified the human capability of mirror neurons capable of establishing permanent memory of movement just as efficiently and seamlessly as we learn to speak.
Maria Montessori had a deep realisation of this human capability, it was this natural inbuilt ability to copy and retain the memory of the movements she demonstrated, on which she built her educational theory.
It was the realisation that children in particular learn most efficiently by simply doing things (in the same manner as adults combine theory with action in whatever they do however complicated it may be) that her educational philosophy was constructed.
IT WAS THIS PHYSICAL AND MENTAL LINK THAT DROVE HER WORK
Throughout the rest of her life she was driven to create personally, physical activities to develop mental awareness.
This is where my own realisation of the capability of the human brain begins.
Twelve years ago I was watching a television program where four and five year old Chinese children were shown doing extremely complicated (for their age) arithmetic,
Answering questions instantly, I thought that they had naturally more ability then British children, I was then relived to see them using a Chinese abacus a counting board, I thought that is why they are so quick (to my relief)
Then the children had their abaci removed, but they were just as fast.
At that moment in less then ten minutes, around the time it takes you to read this letter I realised they had built a mental map of the abacus, a three dimensional map where they were able to calculate instantly from a visualisation of physical memory.
There are only two things which are necessary in the first instance to give every child equal opportunity in education, perfect arithmetic and reading ability, these two skills go hand in hand, they use the same neural pathways, to create the visual awareness that I describe as image in action, the very same human ability that you have used to read this letter.
We all have this mental capability of image in action, it is our common link, only language and perceived injustice divide us, let Maria Montessori and the abacus,
Remove the vast part of human misunderstanding.
John Nicholson
here i am jumping with joy :autumn: ----- :autumn: -------:autumn:
Easy Learning - John Nicholson - 31-07-2007
I SHALL MAKE A PROPHESY THAT THIS BOOK WILL BECOME THE MOST IMPORTANT MODERN HISTORY BOOK OF THE TWENTY FIRST CENTURY.
Why because without ten years research it could not have been written.
AND that research was special.
Carried out in two languages by husband and wife, capable researchers one of them with her whole life experience as an added attribute
Jung Chang and Jon Halliday have revealed Mao as one of the 20th century's greatest monsters, says Michael Yahuda
Saturday June 4, 2005
The Guardian
Mao: The Unknown Story
by Jung Chang and Jon Halliday
832pp, Cape, £25
The author of Wild Swans and her historian husband, Jon Halliday, have torn away the many masks and falsehoods with which Mao and the Communist party of China to this day have hidden the true picture of Mao the man and Mao the ruler. Mao now stands revealed as one of the greatest monsters of the 20th century alongside Hitler and Stalin. Indeed, in terms of sheer numbers of deaths for which he responsible, Mao, with some 70 million, exceeded both.
IDIOT FANATICS THAT WERE ALLOWED TO TAKE NATIONAL POWER AND
HOLD INTERNATIONAL INTENTIONS OF PERSONAL WORLD DOMINATION
So let us just keep voting and arguing
--------- :adder:
my cunning plan is to ensure every child in the world can read such books and count the cost of failure to educate all children in basic reading and writing and counting in HUMAN TERMS
so every finger number name and an abacus for every child please.
-----:pcprob:--------:pcprob:--------:pcprob: