using perfect maths teaching to start learning another language

using perfect maths teaching to start learning another language - Printable Version

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using perfect maths teaching to start learning another language - John Nicholson - 13-09-2006

WHAT WE NEED TO CONSIDER ABOUT EDUCATION

What a child learns naturally, and what skills need to be taught to assist the child in developing its brain in order to make the best use of its own natural abilities.

The first thing a child learns naturally is language, purely by imitation and associating sound with meaning.

With the use of Abacus One basic mathâ€™s principals can be taught from the time the child learns to speak, naturally the child counts in its own language first, but for instance a Japanese or any none English child simply sees the language written in English as a picture of the meaning it associates with that number in its own language, just as it associates the numerals with the sound of its own language, to start learning English the child can then be taught the alternative sounds for English.

How? Simply by chanting in English. A child can simply copy the sound.

The childâ€™s brain is programmed to copy sound and associate that sound with meaning.

So the child begins to count on the abacus using the meaning of numbers it already understands in its own language, using English sounds, at this stage the English words are still only a picture that the child understands the meaning of in its own language.

AND so we start to learn the English sounds of numbers.

First of all the rhythmic sound of the numbers one to ten.

Nothing in the whole world can be easier for a child that can already count to ten.

In less then one week any child will be able to count in English and remember for the rest of its life, the sounds of the numbers one to ten.

The second sounds to learn in rhythmic chanting are the centre column it is even easier then the numbers one to ten, the child already knows the number ten and the endings of the words provide the rhythm until we shout out
ONE HUNDRED

STARTING ON THE LEFT HAND COLUMN OF THE ABACUS WE ALREADY HAVE THE MEMORY OF EVERY WORD

AND so we move on from TEN.

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, finally in this count ten and ten are twenty, a word already remembered in meaning and sound.

ALLWAYS SHOW THE COUNT IN TRAINING THE SOUND AND SIGHT COMBINATION

Along with the word million the child should then have the sound and meaning of a million million numbers using only thirty words, practicing those words is no problem the abacus or the abacus one map provide the tools for this learning program.

Using the English language to learn mathematics in the earliest and most comprehensive manner ever developed by any human to date will provide every child on earth with the possibility of communication in a common language and science, for mathematics is the basis of all science.

USING ENGLISH TO PROCESS NUMBERS IN MATHS PROVIDES THE CHILD WITH ABILITY TO MAKE THE SOUNDS NEEDED IN VITUALY ALL ENGLISH WORDS

Having taught the child to read English numbers subconsciously as it uses the Abacus One and the Abacus One map provided in English and the Childs natural language, we must logically proceed to teach the child to read English.

Learning to read English can proceed alongside learning mathematics with Abacus One both for an English child or a child of any nationality at around three to four years of age.

AGAIN WE USE THE POWER OF RYTHMIC CHANTING

WE USE CARD SIZE LETERS PLACING THEM IN ORDER OVER A SIMPLE ALPHABET MAP ONCE WE HAVE ESTABLISHED THE RYTHMIC SOUND MEMORY FIRST. AS STEP ONE

Step two is to establish perfect sound and sight memory in combination, placing the cards over the map of the alphabet and tracing over numbers on a white board soon establish perfect memory, chanting is as valuable for natural English speakers as other children.

Simple three letter words can be used to illustrate the phonetic (natural) sounds of letters with sight and sound for children in other languages.

BUT CHILDREN WHO HAVE LEARNT ENGLISH NUMBERS ALREADY HAVE SUBCONCIOUS SOUND (phonetic) awareness.

THE FUTURE

FROM THE PAST WE HAVE VAST AREAS OF UNREALISED KNOWLEDGE, FROM THE PRESENT WE CAN MAKE NO DIFFERENCE TO WHAT HAS HAPPENED PREVIOUSLY NO SIMPLE OR COMPLEX WRONG CAN EVER BE UNDONE EVEN THE LAST THOUGHT WE HAD CAN NEVER BE UNTHOUGHT, IT MAY BE UNRECORDED BUT NEVER UNTHOUGHT. WE ARE THEREFORE ALWAYS AT CRISIS POINT. EVERY THING WE DO AND THINK IS FOR THE FUTURE, THE UITILISATION OF KNOWLEDGE CAN NOT BE WITHOUT CONSIDERATION FOR THE FUTURE AND ITS EFECTS ON HUMANITY.

SIMPLE COMUNICATION OF VAST AREAS OF PERIPHERAL ( NONE VITAL KNOWLEDGE) MAY CAUSE UNDUE HARM.

IT IS THERFORE ESSENTIAL THAT THE LINK BETWEEN LANGUAGE AND MATHEMATICS BE UITILISED TO BUILD A COMMON LANGUAGE. ENGISH IS ALREADY THE DOMINANT LANGUAGE OF INTERWORLD COMMUNICATION EARLY CHILDHOOD LANGUAGE CAN BE ACHIEVED JUST AS SIMPLY AS MATHEMATIC AWARENESS UTILISING A COMMON WORLD APROACH WITH ABACUS ONE AND A LITTLE EFFORT.

using perfect maths teaching to start learning another language - John Nicholson - 03-11-2006

i have pulled this directly from the boss, it has been extremly usefull to my ongoing thinking concerning young childrens learning tools

a few minutes taken to listen to these two tapes is extremly worthwhile

:dazed:

Second langauge learning

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Learning a second language influences brain structure, and may have cognitive advantages beyond the realm of linguistics.

Dr. Mark Lythgoe explores this issue: http://www.bbc.co.uk/radio4/science/...youthink.shtml

Should learning a second language be a priority in school? It seems that second language learning would facilitate an understanding of cultural diversity that could ultimately promote peace. However, teachers and students are already overburdened with current curricular demands. What do you think?

All the best,
Christina