As educators, in leaving no child behind, we need to ask ourselves three questions. Why would we want to take the eyes away from a visual learner? Why would we want to take the ears away from an auditory learner? Moreover, why would we want to take the hands away from a kinesthetic learner?
Hello, my name is Tapp Hancock and I am the inventor of the Han-5 System of Mathematics.
My qualifications include 31 years of teaching in the elementary grades. I have earned a B.A. degree in Elementary and Special Education and three Master's Degrees in Elementary Education, Early Childhood and Counseling. I have created and written all types of Math Curriculum over the past 20 years, and have served on many Math Commissions, Math Councils, Math Advisory Boards and Math Textbook Adoption Committees. I have also competed and won many competitions in Mathematics over the last 8 years. I have been selected as a California state finalist for the Presidential Excellence Award in Mathematics in 2004 and in 2006.
My primary goal for inventing this Mathematical System was to help every student succeed in learning their math facts, while enjoying themselves in becoming mathematically empowered. Many people ask me, "What inspired you to create something like this?" My response is, "Eight years ago I was teaching the third grade. I had been teaching this grade for fifteen years and found that every year I would have ten students to successfully learn their math facts and ten to fail. I did everything to try to help them. I bought multiplication singing tapes, flash cards, rhyming story books, math video games and math programs. I spent hours putting together math centers. We made math booklets classifying, charting and making t-tables with each math fact. I gave students rewards and tutored them during their recesses to give them extra help to succeed. Most of them could master learning ones, twos, fives, and tens, but not the others. It was disheartening to see the defeat on their faces, so I thought to myself, if there is an easy way to recall ones, twos, fives, and tens then there has to be an easy way to learn the other numbers.
Well, it took me many of hours of figuring it out, but I now have a fun and easy way to teach students their math facts through nine different number patterns using just one hand as a visual representation. I have stories for the auditory learner, number cards for the kinesthetic learner and unique number charts for the visual learner to learn their math facts within minutes. After some practice, students drop their hand and can mentally recall the facts quickly and easily! I developed the Han-5 workbooks for students to learn these nine different numbered patterns, so they can be empowered to multiply, divide, divide uneven numbers, solve equivalent fractions, parts to whole, algebra, reduce fractions, ratios, prime factorization and the list goes on.
When I first developed this system I was only trying to find a way to teach students how to multiply and divide. Little did I know I was breaking the code of how numbers works together is a systematic way for children to easily speak a mathematical language. This journey has been phenomenal to discover the endless findings of how number patterns and math functions are interrelated to each other just by utilizing one hand to learn!