Learning and memory research tells us that multisensory integration is absolutely vital for children who have learning difficulties, as well as the best way to teach all students. Experiential, gross-motor activities provide a powerful approach to interact with recognizable whole-to-part visual models.
A student with dyslexia who is confused by typical math instruction can excel when instructed in a way that always shows the big picture first, uses visual-spatial images, and directly examines how the parts are connected to the whole. This program is quite different from how most of us were taught math, and it is different from most modern curriculum approaches as well. Number sense and math fluency is developed by establishing a robust understanding of quantities so that their values may be compared. The methodology to be presented enables such comparison by limiting demands on language processing, working memory, and executive function skills.
Christopher Woodin is a specialist in the fields of mathematics and learning disabilities. Chris has developed innovative, research-based methods for teaching about numbers and learning basic math skills. His methods mitigate language demands through whole-to-part, multimodal strategies that help students express, relate, store, and retrieve information efficiently. A graduate of Middlebury College and Harvard Graduate School of Education, he has taught for over 30 years at Landmark School in Massachusetts where he holds the Ammerman Chair of Mathematics. He is the author of The Landmark Method of Teaching Arithmetic (1995), and Multiplication and Division Facts for the Part-to-Whole Learner (2013), in addition to several journal articles. He served on the Massachusetts Department of Education’s Mathematics 2011 Curriculum Framework Panel and teaches graduate-level education courses. Christopher Woodin was the 1997 Massachusetts Learning Disabilities Association (LDA) Samuel Kirk Educator of the Year. He has presented at numerous international LDA and International Dyslexia Association (IDA) conferences and led math workshops to audiences across the country.