Compublox Program for Math Learning
Disabilities and Dyscalculia

The program below is applicable for any learner of approximately 9 years and older who has no reading problem, but has a problem with mathematics. The learner's reading must be age appropriate and he must be able to fully comprehend what he is reading. If the learner has math and reading problems, this program will not be suitable.

Mathematics is a subject that consists of three aspects:

Foundational skills: Research has confirmed that visual perception, visual memory, and logical thinking (which makes problem solving possible) are the most important foundational skills of math.

Mathematical skills: There are many things in mathematics that the learner must learn to do, like, for example, the skills of counting, of adding and subtracting, of multiplication and division.

Knowledge: There is much in math that one simply has to know and therefore has to learn, for example many terms, definitions, symbols, theorems and axioms. These are all things that the learner must know, not things that he must know how to do.

The Compublox exercises in this program aim at strengthening and automatizing the foundational skills of math, while the other exercises that appear in the program – Counting exercise 3, Tables exercise 2, Adding exercise 1 and Subtracting exercise 1 – aim at teaching basic mathematical skills.

To follow this program you will need to set the mode to "Allow Free Play" on the Compublox student administration screen.

Level 1

This program is to be followed until the learner is able to do all the steps of counting in ones that appear in Counting exercise 3 fluently and without any hesitation.

Important note on Counting exercise 3: Days 1 and 3 must be used to master a new step. Days 2 and 4 must always be used to review steps that had already been mastered.

Level 2

This program is to be followed until the learner is able to do Tables exercise 2 up to 25x2 fluently and without any hesitation. For Counting exercise 3, the learner must also be able to do all the steps of counting in twos fluently and without any hesitation.

Important note on Counting exercise 3: Days 1 and 3 must be used to master a new step. Days 2 and 4 must always be used to review steps that had already been mastered.

Level 3

This program is to be followed until the learner is able to do Tables exercise 2 up to 25x3 and 25x4 fluently and without any hesitation. For Counting exercise 3, the learner must also be able to do all the steps of counting in threes and fours fluently and without any hesitation. Before he can be promoted to Level 4, the learner must also have succeeded in going up at least one level in Adding exercise 1, i.e. he must be doing the exercise starting with +2 or higher.

Important note on Counting exercise 3: Days 1 and 3 must be used to master a new step. Days 2 and 4 must always be used to review steps that had already been mastered.

Level 4

This program is to be followed for as long as may be necessary, or until the learner is at least able to do Tables exercise 2 up to 25x9 fluently and without any hesitation. For Counting exercise 3, the learner must also be able to do all the steps of counting in fives, sixes and sevens fluently and without any hesitation. Before discontinuing the program, the learner must also have succeeded in going up at least one level in Subtraction exercise 1, i.e. he must be doing the exercise starting with -2 or more.

Important note on Counting exercise 3: Days 1 and 3 must be used to master a new step. Days 2 and 4 must always be used to review steps that had already been mastered.

Counting Exercise 3

The tutor must instruct the learner to count from 1 to 30 and back. This is the first step of this exercise, as given below. The learner must count orally and may not make use of any aids such as his fingers.

Every step of Counting exercise 3 must be done over and over, until the learner can do it fluently and without hesitation. Only when the learner is able to count fluently and without hesitation from 1 to 30 and back does one continue to the next step, which is to count from 11 to 40 and back.

The different steps of the exercise are set out below. Only when the learner has become completely fluent and automatic on one step may one continue to the next. It is also very important to regularly review previous steps.

COUNTING IN 2's

Count from 2 to 60 and back.

Count from 12 to 70 and back.

Count from 22 to 80 and back.

Count from 32 to 90 and back.

Count from 42 to 100 and back.

Count from 52 to 110 and back.

Count from 62 to 120 and back

Count from 72 to 130 and back.

Count from 82 to 140 and back.

Count from 1 to 59 and back.

Count from 11 to 69 and back.

Count from 21 to 79 and back.

Count from 31 to 89 and back.

Count from 41 to 99 and back.

Count from 51 to 109 and back.

Count from 61 to 119 and back.

Count from 71 to 129 and back.

Count from 81 to 139 and back.

COUNTING IN 3's

Count from 3 to 99 and back.

Count from 21 to 117 and back.

Count from 39 to 135 and back.

Count from 2 to 98 and back.

Count from 20 to 116 and back.

Count from 38 to 134 and back.

Count from 1 to 97 and back.

Count from 19 to 115 and back.

Count from 37 to 133 and back.

COUNTING IN 4's.

Count from 4 to 120 and back.

Count from 24 to 140 and back.

Count from 44 to 160 and back.

Count from 3 to 119 and back.

Count from 23 to 139 and back.

Count from 43 to 159 and back.

Count from 2 to 118 and back.

Count from 22 to 138 and back.

Count from 42 to 158 and back.

Count from 1 to 117 and back.

Count from 21 to 137 and back.

Count from 41 to 157 and back.

COUNTING IN 5's

Count from 5 to 150 and back.

Count from 25 to 170 and back.

Count from 45 to 190 and back.

Count from 4 to 149 and back.

Count from 24 to 169 and back.

Count from 44 to 189 and back.

Count from 3 to 148 and back.

Count from 23 to 168 and back.

Count from 43 to 188 and back.

Count from 2 to 147 and back.

Count from 22 to 167 and back.

Count from 42 to 187 and back.

Count from 1 to 146 and back.

Count from 21 to 166 and back.

Count from 41 to 186 and back.

COUNTING IN 6's

Count from 6 to 180 and back.

Count from 36 to 210 and back.

Count from 60 to 240 and back.

Count from 5 to 179 and back.

Count from 35 to 209 and back.

Count from 59 to 239 and back.

Count from 4 to 178 and back.

Count from 34 to 208 and back.

Count from 58 to 238 and back.

Count from 3 to 177 and back.

Count from 33 to 207 and back.

Count from 57 to 237 and back.

Count from 2 to 176 and back.

Count from 32 to 206 and back.

Count from 56 to 236 and back.

Count from 1 to 175 and back.

Count from 31 to 205 and back.

Count from 55 to 235 and back.

COUNTING IN 7'S

Count from 7 to 210 and back.

Count from 42 to 245 and back.

Count from 77 to 280 and back.

Count from 6 to 209 and back.

Count from 41 to 244 and back.

Count from 76 to 279 and back.

Count from 5 to 208 and back.

Count from 40 to 243 and back.

Count from 75 to 278 and back.

Count from 4 to 207 and back.

Count from 39 to 242 and back.

Count from 74 to 277 and back.

Count from 3 to 206 and back.

Count from 38 to 241 and back.

Count from 73 to 276 and back.

Count from 2 to 205 and back.

Count from 37 to 240 and back.

Count from 72 to 275 and back.

Count from 1 to 204 and back.

Count from 36 to 239 and back.

Count from 71 to 274 and back

To receive the descriptions of Tables exercise 2, Adding exercise 1 and Subtracting exercise 1, email your Compublox license code to info @ learninginfo.org (remove spaces before and after the @ symbol), or provide other proof that you are the owner of an original Compublox CD.