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with one mega stack of flash cards and only HOURS a day, you too can master multiplication!” 0) Do the math on that– 13 times 13 is ONE HUNDRED AND SIXTY NINE FLASHCARDS!! Double-sided! Princess and I were joking about it later, “Yes. The front of the card has the equation in black, with a blank line where the answer belongs, and the back has the full equation with the answer in red. Using a stack of note cards, a red crayon and a black crayon, I started with multiplying by zero and went all the way through multiplying by 12. Inspired by this article, using what materials I had on hand, and tweaking the idea a little bit, I sat down to make the most complete flash card deck for my right-brained, visual learner child. So now we come to “The Biggest Flash Card Deck Ever!” (Echo on “ever, ever, ever…”) With the answer on the front, (which left-brainers tend to think of as cheating), the child learns to see the problem with the answer, so that when just the problem is presented, in his mind’s eye he can still see the answer, usually in the color you originally had it. Then have him look up at it, just as he does to learn his spelling words. To learn the number facts using flashcards, since the right brain child learns best when he sees the “whole picture,” put the answer on the front of the flashcard, preferably in color. Manipulatives, fingers, crutch, slow down the process. Fingers replace the manipulatives, and continue to slow down the process of quick adding and subtracting. Frequently, however, manipulatives are used longer than necessary and become a crutch, so that rapid calculation is unobtainable. When first- and second-graders learn how to add and subtract, they are frequently given manipulatives to aid them in understanding the concepts. The right brain dominant child, however, likes and often requires a different approach both to memorizing facts, and performing calculation procedures. This is the sequential way that works for the left brain, auditory learner.

Left brain dominant children learn their math facts easily by repeating them orally, practicing them in timed tests, and working with flash cards. After doing a little bit of research online yesterday, I landed on this article at the HSLDA website about “ Right Brain Math.” Unfortunately for Princess, she is more like me than her Daddy when it comes to math. GOOD GRIEF he’s fast at rattling off those answers! My brain, she is not so fast. I want the girls to be like their Daddy, who has the fastest score on Nintendo Brain Age for computations. But they have to think about them, and sometimes count on their fingers. (There’s always a however.) Perhaps… If we had been more strict with one or the other (whichever is more appealing to the learning style of the child in question) math facts would come a little bit easier for the girls. (I find it incredibly boring, and a big bother in my day to have to go through reciting the entire chart of facts with my children.) Perhaps because those DON’T appeal to my learning style at all. You know, like reciting times tables and such. I’ve been even less strict with verbal recitations. I’ve have never been very strict or diligent about them. We’ve used flash cards before but they’ve been a tool that we’ve used for a little here and there. it’s because flash cards appeal to my learning style. I can *see* your reason, but I’ve never really *gotten* it. I KNOW how some of you feel about flash cards.