Why should I work on the tables with my child?” If someone talks to you in Russian, and you don’t speak Russian, there is nothing for that information to connect to, and the information is dropped.”( How Making Connections Helps Your Child’s Memory, 2019) Please do this before you teach your child their multiplication tables Instead, it is dropped from short-term memory and completely forgotten. “Knowledge is organised into elaborate networks called schemas… As your child’s brain builds a schema, new information is attached to previously stored information… If there is nothing to relate the new information to, there is no way for it to be stored in long-term memory. In my book, I share a quote from Marie Rippel, who explains that the brain must connect with what it already knows to retain information. I tried this approach for years with my son, Harry, and got nowhere. I know from experience it is almost impossible for a dyslexic child to pick up the multiplication tables by rote memorisation. In a school staffroom, I heard a teacher say to a colleague, “How hard is it for a child to remember their multiplication tables? If they just practised for five minutes a day, they’d have them in no time.”ĭespite being in the school to teach creative writing, not maths, I felt I had to respond, so I mentioned how helpful multiplication stories are for children with dyslexia. If you teach multiplication using stories, they help anchor these facts. Children with dyslexia need a way to anchor facts in their memory to stop them from floating away.
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