More on Math, of the quantity, as it relates to the qualities.. .

[Guest guest]

Hello, (Me again.. . (From that universe? .. . Mine, to you, of yours, of

" Ours, " perhaps

With ABA it's more about where you're at, with what you've got, of baseline, and

if you can get to better than normal that would also be a good thing, (great

thing?) where that's what you and the child and your world (that could support

as much?) would want to go with it? My sense of It.. .

More on Math (if that would be OK with everyone, as I haven't made an especially

good contribution in that respect, compared to others here?!. (Good job folks,

with respect to Communication?!. Hello. But what else (There's something I'm

finding attractive about this group?!. But what else

Measure as much, for what you " get " out of as much, determines how much math you

get of what you need, Thereof, where you perhaps didn't want that in the first

place? .. . (Make math *necessary* [as necessary as it is?] to getting things?)

Make math rewarding, in teaching it? Let'm 'em " buy " what they can do for the

math of as much? .. . ABA math?!.

More on math: See message #15770 of this board, as there's a message there as

well, and more further back, where you should be interested in doing the math,

for your self, Thereof? .. .

Also:

http://www.nytimes.com/2009/12/21/health/research/21brain.html?pagewanted=1 & th & e\

\

\

mc=th

Also:

And from (Roush), posted Dec. 27 to this board but seemingly no longer

available unless you still have it in your inbox.. .

First, let me say that I am not a professional but I have attended many seminars

and worked with my son on these issues myself.

For teaching more or less, after teaching to glance at a heap of items that were

very obviously different in number, I used a 1-100 number chart laminated on

construction paper. I then counted with him on it and when I asked which was

more, (he had good memory) I could show him that the last number was more. Then

when I asked which is less, I showed him that the earlier number was correct. I

taught these separately at first and then randomly and he got it. We finally

moved to index cards with one number on each and he could tell me which one was

more or less between the two.

I don't know that I would start with simple addition until she mastered the

above but when she does, I would check into Touchpoint Math. That's what we used

and the school probably already has it although they can really mess up teaching

it so you may want to keep it to yourself and do it with him at home. I am not

familiar with Singapore and Saxon is a scripted program that uses way too much

language (at least for my son). If you cannot afford the Touchpoint Math, you

could start with addition problems with blocks: set up the problem, 4+2=____.

Put 4 blocks under the 4 and then 2 under the 2 and have her count them and move

them to the answer side and have her write the number 5. Don't forget to use

every opportunity in the community to count and add so that you can generalize.

In school my son had a problem with knowing which direction to go to turn to a

page and this 100 chart tthing really helped him realize that if he needed page

32 and he was on 74 then he needed to turn to the left for the lower number.

Prepositions are also hard but we worked them a number of ways: I think we used

pictures first and many examples of just one prep at a time and then moved that

to having actually put the objects where they were to go and so on with the

others. You could also use him to get " behind " someone (like they line up in

school) Then we used them in everyday living.

Hope this helps,

------

You could say that's all about math of sorts? Formulas would be taking that to

the higher equation (of more complicated relationships?) but the basics really

are in concepts and the relationship of concepts to each other, of our interests

and values, of math becomes meaningful when it relates as reinforces to that,

and measures as much? (Like measuring what is logical, and reasonable, to us?

Where being logical is still the thing with me?!.)

Just off the top of my head, and somewhat getting into what is commonly

associated with pre-math or pre-academic stuff, perhaps, how " pre " that really

is, (relative to logic and reason?) would be entirely relative I'm sure, to what

it (of logic, and reason) gets, would be my sense of it (Where putting numbers

to it is as helpful as math can be? .. .

An analytical interpretation of math, for whatever that's worth? (for what I get

out of it, in numbers, of the measure? .. . To math, Thereof?

I suspect math is better suited to those who like to play games? (to whoever

holds and properly handles the reinforcers in that respect?) that would include

as much, as it doesn't seem to relate to the " feelings and senses " especially

well, " otherwise? " .. . The amount of math required in and of ABA maybe all we

need, of as much? where math is, as it tends towards, what you get out of it?

... .

[Where] I recommend as much, for all we do, Thereof

You could be more mathematical and take math as far you can go with it in that

respect of being more " quantifiable " (the essence of math, of the other

" qualities? " more or less, otherwise? .. .) about everything your're doing (or

whatever you feel might be relevant to math, of math, Thereof?) by quantifying

what your're talking about, you (one) come here (there). I want one/some,

whatever? Be more " quantified, " to a measure/preposition, about everything

you're doing, and rewarding, Thereof, to make things as mathematical (and

correspondingly rewarding, as that can be? .. .

One (1) Glavic, Thereof

More on math, of the quantity (quantifiable), as it relates to everything else,

and All, of The qualitie/s.. . of Understanding More! of as much, Thereof

-----

Where " drawing " is also that easy? .. . Work from what you get, for what you

give, Thereof? (Start with what you can do, as with rubber stamps? a remote? a

keyboard? to the " visual, " manifestation, of such " quality? " that you're trying

to develop, of expression?) Things only develop where they are *rewarding* in

that respect, of Communication? of The truth, (where the truth is relative to

what we are true to? logical to? reasonable to? intelligent to?) of

Understanding More, of The feeling/s (?) Thereof, as far as " I'm " concerned, of

The primary thing/s, Thereof (

What do you feel.. .

BWT.

On The More Objective Analysis Of The More Objective Facts Where Communication

Is The Phenomena, Of Analysis, With *Me*.. . (What am I?

Better try to understand what is trying to communicate with you if not of you,

Thereof

My hope for Us (in advancing " beyond " Skinner, I more than hope, Thereof

[Of] Applied Analysis

Glavic

Individual (1) Applied Analyst.. .

Where Communication is what Communication gets, and does, I Feel as Understand!

(On making the world a more meaningful place?!.

My sense of It, of making Understanding, More, (for my self) my thing

Also requires a lot of " qualities, " of the qualities you (I) get of as much.. .

BWT

This keeps going I'm Understanding (and happy) to say.. . (On connecting to my

Feeling/s, Thereof

And where we are not about " justice, " for individuals, (of individualizing more

if not all we can?) where not about so much quality, (as you?) at All, I Feel as

Understand

On Individualizing The Matter, For All There Is, Thereof

Where those who are putting as much as that which is more meaningful together

(of as much?) is that which leads (if not controls) us All, (irrespective of

where we are wrong otherwise? of our confusion?) I Feel as Understand

Leader of my world. (I see everything right, and responsible, in that, and wish

as much for you

BWT.

No. BWT doesn't stand for bacon, lettuce and tomato, sheesh.. . (I must be

hungry?

I've been called worse? .. .

Not corrected for (the) lesser mistakes otherwise.

Enjoy. For y/our selves.. .

Are you still with me? (!.)+

On The Phenomena (Would that be for us to make The Data out of?!.)(Go for It, if

that's what you Feel you need to do? .. . of The Phenomena? .. . Of That

" Quality, " That You Feel And Get [Out] Of As Much(!?. (I Feel as Understand

That should also explain (be self-explanatory?) on why I write (express myself?)

as I do.

Bacon, Lettuce and Tomato, Thereof?

Adios For Now.