Course Discussion: Module 1, Abacus Beginnings

Core Curriculum The Abacus: A Million Manipulatives in Your Pocket
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  1. currently I have a student who has low vision and is struggling with alignment of math problems but very much desires to complete his work as independently as possible - this team agreed to explore the abacus as a tool for efficiency and independence
  2. so far, yes. not a barrier for current student but possible this will take additional practice for some
  3. It has been helpful for my student to begin with the counting method but he’s ready for Partner
  4. 2+5-1-5
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  1. A student on my caseload is competing in an abacus competition. He does not use the abacus in his daily life but for the next level of competition, we were advised that use of the abacus, over the use of manipulatives, is advised. He is very sharp when it comes to math and numbers.
  2. I am comfortable with the correct finger movements. I am slowing down the lessons so that my student can focus on the finger movements and not the math aspect of the numbers.
  3. Both counting methods are new to me. The partner method is the method my student picked up on the easiest so that is the method I have focused on.
  4. 8-3+4-5
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  1. With my younger students, we start with basic characteristics like tactile sensitivity, fine motor skills, and math readiness (such as understanding one-to-one correspondence and basic addition). I also considered if the student had consistent hand strength and whether they already use other tactile tools successfully. Based on this module, I would now add a more formal finger fluency evaluation and more deliberate checks for conceptual understanding of quantity and place value before beginning. I would also watch more carefully for finger independence, because the ability to control individual fingers is critical to efficient abacus use.
  2. Yes, I am pretty comfortable using the correct fingers (thumbs for one-beads up, index fingers for one-beads down, and different fingers for the five-bead movement). Modeling correct finger technique helps students build good habits early. Tactile learners learn so much by imitation,so being able to consistently model precise finger movements can really speed up their learning. If I’m not confident, it could become a barrier because I might accidentally reinforce bad technique.
  3. Right now, I see the Partner Method as better long-term for fluency and independence. However, the Counting Method may be best for beginners or students who are developing confidence. I would choose based on the student’s readiness, aiming to transition students to the Partner Method once counting feels automatic.
  4. 3 + 2 - 1 + 4 - 1
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  1. To be honest, I have not taught the abacus in many years. Working with older students, many of them found the abacus to be “uncool” and refused to use it in class. There were also many classroom teachers that wouldn’t support the learning of the abacus in class without the TVI present and districts did not always support having a TVI daily in math class. This course is going to help me become a better advocate for my students to use tools like the abacus while understanding the benefits of it.
  2. I am comfortable with finger movements and I do feel as though this will be beneficial and help with understanding calculations when your fingers have specific “jobs”.
  3. Partner method is faster and probably better for those students who have a good number sense. I can see the counting method being better for those who struggle with math concepts or have additional disabilities.
  4. 7+1-2+3-6=
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  1. The students I would select to learn the abacus would be those that have demonstrated a solid foundation in one to one correspondence, can follow step by step directions, and can show sums and differences within 10 using manipulatives. What I would do differently is to also introduce the abacus to those students already using the paper method whether large print or Braille to show them how they can keep track of multi-step problems without manipulatives.
  2. I am comfortable using the correct finger movements. Students who learn and practice correct finger movement should develop consistency with their muscle memory. Students who use only their thumb or index finger will not be as efficient.
  3. The Partner method would be more efficient and aligns with the standard course of study.
  4. 8 - 1 + 2 – 3 - 5 = 1
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Hi @Lee_Ellen_Whitefield - welcome the the discussion boards!
I hope your student has success with the abacus.

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Hi @Michelle_Ellis -Welcome to the discussion boards!
You have a great beginner problem for your student. Because the abacus is like a contained group of manipulatives, I foresee success with your student.

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Hi @Mary_Tubilleja -welcome to the discussion boards!
I love your thoughts of what to watch in our students to find them ready to use the abacus.
The problem you created in question 4 is actually quite complex and uses many complements of 5 to solve. It is not a good problem for a student just starting to se the abacus.

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Hi @sarah.whittington!
I am glad the course is helping you - feel free to share it with your general education teachers to help them learn as well.
You have an excellent problem without complementary numbers.

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Hi @Kim_Shoffner
I agree that students only use one finger to move all beads on the abacus would not be efficient.
You have a great math problem without the use of complementary numbers.