Chess Vs Computer For Kids
Case studies on how math and chess affects children's IQ
Case studies on how mathematics and chess affects children's IQ
Frank Ho
Professor and founder of Ho Math and Chess
In my more than 10 years of teaching mathematics and chess, I had the wonderful opportunity to teach in grades from kindergarten to grade 12 because they also have had many occasions to observe some interesting cases how some of my own students learned. After analyzing their patterns of learning, who have used their experiences of learning to modify Ho Math and Chess spreadsheets.
Case 1 – 4 years old
My feeling is that it seems to use different parts of the brain to mathematics and chess, respectively. This observation is based on the following case. If this is proved to be true, then it is definitely beneficial for children learn as much math and chess from different parts of their brain get "stronger."
This 4 year old child I was really surprised when he came to me because I knew how to add or subtract digits very comfortably without a noticeable delay in coming up with answers and could make double digit addition and subtraction, although my experience with him was not sufficient to draw conclusions. He also knew the number of pattern jumping and could do the multiplication as well. His mother wanted me to teach him chess so I started with chess lesson but it took me by surprise was the Progress was slow compared with the progress of his mathematical ability. Why is there such disparity? Every time when I played chess with him, had to be recalled how each chess piece moving even after he demonstrated that he knew the movements of each piece. Not seem to understand that to play good chess you have to see the whole chess games, not just a movement of a chess piece. Not seem to care or understand "what if" effect.
This clever guy intrigues me think what I could do calculations as well and yet is slow in absorbing knowledge of chess, so I started to experience a problem to give the floor to read and at 4 years of age. I explain to him if he did not understand the meaning or could not read some words. I learned that if he was able to do something, then I'd quickly, but if there is anything I could do and I tried to explain to him and he still could not do then he would simply "turn off" your brain and would not, so in this case was not able to see how progress could be made under my direction.
Perhaps the role of chess is in charge of part of the brain and functions of the mathematical function is mainly dependent on the other side of the brain that if this child could do the math very well, but not chess.
Case 2 – Grade 2 girl and a boy in Grade 3
- From these two students, I learned that children can "turn off" your brain and refuse to learn. I taught this girl very friendly when I was in grade 3 and grade 8 now and I'm still your tutoring. I tutor the child when he was also the Category 3 and then later I met him again in grade 8 and asked the same question two do not appear capable of dominating the timesheets when were young and their answers surprised me because both of them told me he did not want to "save" it. I have more interesting story to tell about how overcome their challenges and how this girl influenced me in creating my book.
In the case of a girl, I think have hit the checkpoint and that no matter what I taught through the use of flash memory cards, explaining the concept of multiplication, using pencils as a manipulator she could not do timesheets and I finally realized that he understood the concept, but could not get the results without delay or she has just arrived at wrong answers. At no time did I "force" her to memorize the different time table to remind her that she could and spend some time to recite and memorize. Never happened to her. He reminded me that this is a great opportunity for me to produce as multiplication tables for her to see if I could really use my multiplication table "naturally" "Memorize" all the multiplication tables. I asked what kind of questions he liked multiplication and multiplication children questions he did not like. My book was the multiplication of a principle with 100 pages to end more than 300 pages, because they work with it. It is obvious that I learned that she did not like simple spreadsheet type of drilling, because they are boring. I was "forced" to get different kinds of formats to suit to your liking. Finally, I could not do multiplication, but with some delay in coming up with answers. When you reach the upper grades, their ability to calculation seems be a leap of progress, I asked what had happened, I said she just decided to "save" them and it is. The same happened to the boy, I I asked him why he could not get the time table, he told me he did not want to memorize when I was young and later decided to save.
So we've never paid attention to the fact that some children can not learn multiplication tables and was simply because he wants to "remind" them? The educators do not seem to do this kind of "monitoring" of study in education to find out what the problem was that some children can not learn when they were youth.
Case 3 – Ho Math and Chess worksheets vs. traditional spreadsheets
From my own teaching experience, I found that drilling for some children is boring and stressful for children. Moreover, the drill gives children the fluidity Hand doing math and children need the ability to solve word problems with a second nature and being able to "see" the way to get answers.
What is wrong exercise lies with the drilling tool is the spreadsheet. It is interesting, boring, monotonous and makes children like working on an assembly line to get all those answers. I personally gave Ho Math and Chess leaves children and spreadsheets traditional children, and clearly children liked Ho Math and Chess leaves more of the traditional sheets. I also asked the children why Ho liked math and chess leaves, I gave the reason that they liked working through a few turns and jumps to get to answer and I felt it more interesting that way. When I heard about this kind of comments that prompted my confidence that I have come up with an innovative product that revolutionaries spreadsheets traditional. My invention of Geometry Chess Language is a technology and an innovative idea that basically changed forever how children must be drilled and how to make math worksheets more interesting. I was almost holding back tears when my students tell me why they liked Ho Math and Chess leaves.
Case 4 – Some kids do not care, but some do not like to be drilled.
- This is the true story that some mothers told me they could not send their children to other centers of learning more, because their children are in tears when asked to go again – I hated the drill. On the other hand, I see, but on rare occasions, some children worksheets drilling through grade 12, why Why is there a difference? I began to feel that our brain seems to function differently depending on individual and for some reason. The children hated drill is that some part of your brain is telling them to "reject." We can do an experiment, giving Ho Math and Chess sheets and sheets traditional calculation and see how their brains reacted by scanning images of their brains. This will remain a mystery until someone has done something research in this area.
More information on Ho Math and Chess, please see www.mathandchess.com
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