Updated: Apr 7, 2022
Math tends to be divisive (pun intended!); It can be either hard or easy, exciting or boring, all depending on your experience and how challenging you find it. Oftentimes, in the traditional education setting, math is taught in very concrete and certain terms (e.g. 1 unit + 1 unit = 2 units) before leaping to abstraction that does not relate to a child’s everyday experience (e.g. algebra).
Math tuition, and even some approaches to intervention, may depend heavily on repetitive drills, rigorous practice tests, and seemingly endless worksheets. It’s no surprise math can quickly become boring and overwhelming to a child, becoming their most dreaded subject.
The reality is we still need math skills in our daily lives and benefit most from functional calculations and heuristic application, alongside static or rote-learned knowledge. These dynamic math skills help us to manage problems, people, and settings that are constantly changing and developing.
We need the ability to successfully solve complex problems, prioritise multiple demands, understand meaningful relationships, and achieve long term goals. This is the skill of having dynamic intelligence.
The Dynamic Math Programme in Total Communication stimulates and supports development of dynamic intelligence within the mathematic context, using real-life scenarios and functional exercises. Children in this programme gain dynamic thinking skills by learning the tangible and functional aspects of math (e.g. money management, time telling, estimation of measurements, etc.) - more than just abstract numbers, letters, and shapes.
This programme also provides a foundation for academic math in the future but more importantly, it helps shape the minds of children for real life, and the importance of math in the everyday.
Who is this programme suitable for?
· Children who dislike or struggle with math
· Children with consistently low or inconsistent math grades
· Children who excel in rote-learned math (e.g. times tables) but who find time, money, and distances (for example) challenging
· Children who want to learn math via hands-on activities, not textbooks
· Children who are imbalanced in their Static vs Dynamic Intelligence (ask our team for more information on this