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On Cloud Nine®Visualizing and Verbalizing® for Math Kimberly Tuley and Nanci Bell
Princeton Speech-Language and Learning Center provides the On Cloud Nine® math program. The On Cloud Nine® math program is based on the theory that math is thinking (dual coding) with numbers, imagery and language; reading/spelling is thinking with letters, imagery and language. Both processes require the integration of language and imagery to assist in the foundational and application processes. Dual coding in math, just as in reading, requires two aspects in imagery: symbol/numeral imagery (parts/details) and concept imagery (whole/gestalt). Visualizing numerals is one of the basic cognitive processes necessary to understanding math. For example, when we see the numeral “3”, we know that it represents the concept of three of something—three pennies, three apples, three horses, three dots. If someone gives us two pennies for the numeral three, we have a discrepancy between our numeral-image for three and the reality of three. While imaging numerals is important to mathematical computation, another aspect of imagery is equally as important: concept imagery. Understanding, problem solving, and computing in mathematics requires the ability to process the gestalt (whole)—another form of imagery. Mathematical skill requires the ability to get the gestalt, see the big picture, in order to understand the process underlying mathematical logic. While weaknesses in imagery may cause problems in reasoning and math, strength in imagery is a foundation for math. The On Cloud Nine® math program moves through three basic steps to develop mathematical reasoning and computation:
Concrete experiences, manipulatives, have been used for many years in teaching math (Stern, 1971). However, children and adults have often experienced success with manipulatives, but failure in the world of computation (NCTM, 1989; Moore, 1990; Papert, 1993). They had what has often been described as “application problems”. In order to apply these skills to functional problems, imagery was the missing link to retain the concepts of what was learned with manipulatives. In the On Cloud Nine® math program, as individuals become familiar with the concrete manipulatives, they are questioned and directed to consciously transfer the experienced to the imaged. They image the concrete and attach language to their imagery. The integration of imagery and language is then applied to computation. They develop the sensory-cognitive processing to understand and use the logic in mental and written computation. The On Cloud Nine® math program teaches the concept of imagery and incorporates this to improve comprehension of the following mathematical procedures and concepts:
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The number line On Cloud Nine® is a trademark of Lindamood-Bell Learning Processes (http://www.lindamoodbell.com". Lindamood-Bell in no way guarantees the quality of the materials or services that may be supplied by Princeton Speech-Language & Learning Center. Princeton Speech-Language & Learning Center is not affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. |
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To schedule an appointment, contact us at:
Princeton Speech-Language & Learning Center,19
Wall Street, Princeton, NJ 08540, fax (609) 924-6563 This site designed and maintained by VisionPoint® Copyright© 2005 |
