Moving Maths

Kinisiology 4 Numeracy

Time and Movement

Have you ever taught a pupil or been asked to work with a client who cannot tell the time?

With poor binocular vision any learning involving vision will be more difficult. Stein in Dyslexia in Children explains how the behavior of the eyes skews the numbers on the clock to one side of the clock, along with the reversals of numbers.

The clock face is distorted for these individuals and to tell the time will be challenging. Hence eye behavioral correction exercises are top of the priorities in K4N for these types of students. Developing tracking skills for reading from left to right, along with eye hand co-ordination for recording are fundamental principles of K4N.

Often the confusion with direction such as left/right and b/d can extend to confusion with concepts such as clockwise. How can you tell the time from a traditional clock face if you cannot tell which direction is clockwise? K4N encourages the pupil to physically move up and down, left and right, clockwise and anticlockwise and in other ways to address the development of the directional senses.

Often the confusion with direction such as left/right and b/d can extend to confusion with concepts such as clockwise. How can you tell the time from a traditional clock face if you cannot tell which direction is clockwise? K4N encourages the pupil to physically move up and down, left and right, clockwise and anticlockwise and in other ways to address the development of the directional senses.

Using Brain Gym® to stimulate mathematical understanding by appropriate Goal Setting, Balancing and developing Creativity.

Dennison states in Brain Gym®101: Balance for Daily Life “[t]he best goal arises from an intention to balance between the way things are and some possibility for how they might be.” (page 14)

The use of Goal Setting is crucial to the success of K4N. Educational Kinesiologists will be aware that some students/recipients are challenged to form a goal which will help them make a small step forward with their understanding or life skills. There are a number of Edu-K techniques, which can be used to help students/recipients to develop aims, aspirations, small steps of progress and forward thinking.

The use of Goal Setting is crucial to the success of K4N. Educational Kinesiologists will be aware that some students/recipients are challenged to form a goal which will help them make a small step forward with their understanding or life skills. There are a number of Edu-K techniques, which can be used to help students/recipients to develop aims, aspirations, small steps of progress and forward thinking.

When students/recipients choose to move forward with their understanding of numeracy they are reaching out and extending themselves into the unknown. It is important that the teacher /facilitator helps to keep the students/recipients in balance and enables them to move forward to achieve the goal. These aims can be achieved with recipients using the Edu-K techniques as support in this process.

By practising K4N one is addressing the issues that are likely to have made numeracy/mathematics acquisition challenging. These may be issues such as visual processing, auditory processing, memory challenges, language acquisition or language interpretation, processing time, and others noted by psychologists, therapists and medical practitioners. Many of our recipients will not have had these skills addressed effectively in school and will move through the school years with little progress in mathematics. K4N is a developing program and is becoming an effective and meaningful tool to support and develop numeracy skills for the many adults and children who are disadvantaged in daily life due to lack of these skills.

Adequate and proficient numeracy skills are an essential aspect of successful daily life. As a teacher/kinesiologist working with a students/recipients whose goals are around developing specific numeracy skills, it is critical to remember that here are two individuals with two separate minds, bodies and spirits who must join forces to create the optimal learning environment. This means allowing the recipient’s own goals and aspirations to lead the development of the work with guidance and insight from the teacher/kinesiologist.

The strength of the program is to be as creative as possible, as different recipients will respond to different techniques and approaches.

Next Kinsiology 4 Numeracy course

To view Sue’s higher degree research where she implemented Brain Gym ® Balances and Kinesiology 4 Numeracy techniques see Sue’s dissertation.

The study follows the development of 4 pupils taught by Sue. A detailed account of teaching plans for each student are given in Chapters 4, 5, 6 and 7.

The Brain Gym ® Balances used throughout the teaching period are described in detail in the respective Appendices.

The following DVD explains why movement can be such an important aspect in understanding and mastering mathematics.