Movement, Music, Songs and Stories make learning Fun and Effective

Our unique methodology develops children’s problem solving skills. An encouraging and exciting environment that incorporates movement, songs and stories ensures that children are engaged and attentive while they are learning maths. Movement and music are used to build a solid maths foundation. Research studies have shown that movement enhances learning. Our activities include many cross-body movements that build the connections between the two halves of the brain, making skills acquisition easier for all types of learners. Why music? Music is able to activate a student’s sense of sound and can actually help him or her solve mathematical problems. Music strengthens mental arithmetic abilities and inventive thinking. Our lessons end with a song or story related to counting, the history of mathematics, or a story depicting the life of a great mathematician—men and women. In this way our students will connect to the humane and emotional side of the subject and have people to emulate or ideas to ponder.

MathRiders Gets Results

Students are introduced to maths concepts while becoming confident in their ability to succeed. MathRiders offers unique lesson materials developed by a joint team of mathematicians, educators and cognitive psychologists which include creative activities that stimulate cognitive development and mathematical skills.

Building a Solid Foundation (4-11)

Building a solid foundation in maths requires a systematic approach. The repetition of activities and ongoing practice builds confidence and deep understanding. To construct these solid foundations, MathRiders for ages 4-11 develops these principles:

  • From concrete to abstract: To consolidate and enrich the child’s school experience and use concrete materials in order to form sound abstract mathematical concepts which enable the child to develop learning skills from the concrete to the abstract

  • Mathematical thinking: To foster the process of mathematical thinking in the student to promote solid mathematical understanding

  • Self-Expression: To encourage the student to clearly express his thoughts so that he gains confidence in his ability to communicate and learn this important leadership skill

  • Problem-Solving: To offer the student approaches into problem- solving and present mathematics in a dynamic way that will improve the student’s mathematical reasoning

  • Broad Foundation: To reinforce learning concepts in numeracy, shape and space, length and weight, money, data base and to use concrete materials in order to form sound abstract mathematical concepts.

  • Brainstorming: To learn to communicate and bounce ideas off his peers by working individually, in pairs and as a part of a small group

Mind Map Explanation

The Mind Map is a tool invented by Tony Buzan for consolidating ideas and how the brain builds and connects them. Even Leonardo Da Vinci used mapping to chart his ideas! This MathRiders Junior Mind Map gives a holistic view of the elements that make up an actual MathRiders lesson.

Brain Jogs: (all ages)

Brain Jogs are quick and fun energizing activities that prepare a learner for thinking and coordination skills. Each activity uses movements that cross the midline and connects both brain hemispheres. When the brain hemispheres are connected, the student is able to use right brain creativity and left brain logic simultaneously. It is being proven more and more that an approach which integrates these two different activities of the brain leads to far more effective learning. Brain Jogs bring movement and learning together.

Musical Activities: (younger ages)

The children do fun mathematical activities with percussion instruments in order to strengthen mental arithmetic abilities, inventive thinking and group dynamics, as well as non-verbal individual participation.

 Hands On: (all ages)

Learning is dynamic for MathRiders Junior students.  Students explore and investigate maths through age and developmentally appropriate hands-on activities and games. These include, interlocking cubes, measuring each other’s height using a non-conventional standard of measure (bricks, books or other objects) building a clock, colouring, comparing items, and many different ways to see mathematics in action. Once the hands-on activity has been done, it is time to express it in mathematical terms.

 Self-Expression: (all ages)

The child expresses himself as an individual as well as part of a group. During the core part of the lesson in which the child examines mathematical problems in a concrete, hands-on manner, he is encouraged to verbally express what he has discovered and to improve his manner of expression. His views and thoughts are respected and thus help build his self-esteem, legitimize his thoughts and strengthen his belief in himself. This, in turn, increases his motivational level, which, in turn, generates success. He verbally expresses the hands-on mathematical activity the group has just done, and together with the teacher, he and the group learn to transform this to ‘real world’ activity into a mathematical exercise on paper.

 Written Activities: (all ages)

All students, from Levels 1 through 6 have written workbook activities that mirror the lesson activity. The children work in unique workbooks in order to establish and strengthen their abilities and understanding of the numerals as opposed to verbal/mental arithmetic. The teacher is able to confirm that lessons and concepts are absorbed by each student.  These written activities balance the lesson; in combining written activities with movement and play, knowledge is retained longer and students successfully learn maths. As the levels progress, students are challenged and receive lots of positive reinforcement to succeed.

 Songs and Stories

In levels 1 and 2, lessons contain songs relating to counting to help the child remember the basics of maths. Lessons for Levels 1 – 4 often end with a story that: depicts the life of a great mathematician, tells an aspect of the history of maths, or relates to mathematical concepts.

In this way, the child connects to the emotional side of the subject and is able to reflect on yet another facet of the world of mathematics.

Student Age4_03

4-11


Acquired skills

Students understand level appropriate maths theory. They learn skills to successfully organize and manage school maths.


Suggested Number of Lessons

36 lessons over the year


Lesson Length and Frequency

A 50- 60 minute lesson, twice a week


Learning Materials

4 student workbooks, Homework pads, Advanced worksheets – depending upon level

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Grades-go-UP

Grades Go Up

Methodology

Methodology

Math-Lovers

Maths Lovers

Teacher

Outstanding Teachers