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http://www.business-standard.com/india/news/developing-thinking-ability-among-kids/397421/
Education venture Chrysaalis I-Maths develops conceptual skills in them
In March this year, Yash Rao, then a standard-II student of Presidency School in J P Nagar got the ‘Math Wizard’ award in his class for excellent performance in Mathematics. The award, given at the class level of a Bangalore school, may not be that significant for others, but it was very special for his father Jaisimha Jaithirth.
It’s because Yash was just one of the few in Bangalore who underwent a special thinking skill development programme called I-Maths (Intelligent Mathematics) which was been designed and developed by Jaithirth and his collegemate Sudhakar Joshi. And both Jaithirth and Joshi, who now run a company Chrysaalis I-Maths India based out of Bangalore, are now preparing to take the programme to every part of the country as their young alumni have just started testing success in their respective schools after completion of the three-year programme at various I-Maths centres.
Thus explains Joshi, a co-founder of Chrysaalis I-Maths, “Chrysallis is in a stage wherein a pupa becomes a butterfly. This is the most crucial stage in the life history of a butterfly. Similarly, the period between 3 years and 7 years in a child’s life is crucial as this is the stage when you can unleash the potential in a child to make him a full-fledged thinking individual by harnessing his potential to the extent possible. Our I-Maths programme aims at preparing the child to solve bigger problems in life by enhancing his thinking, understanding and analytical capabilities in the formative stage of life.”
Five years ago, when Jaithirth and Joshi (both studied Mathematics in the Bhagawan Mahaveer Jain College) decided to start their educational venture focussing on the pre-school and kindergarten, the one thing that came to their mind is — abacus programme — which was very popular among parents who wanted to make their children strong in arithmetic.
Following this, they came to know that Universal Concept of Mental Arithmetics System (U C MAS), the same Malaysian company instrumental in popularising abacus programme in India, also offers another programme called I-Maths in select pockets in Malaysia and Indonesia, through its group company Universal Edulink. This programme catches the child young and help them develop skillsets important to have, to understand and apply Mathematics.
They tied up with Universal Edulink to bag the country rights for I-Maths programme. Since I-Maths was in its infancy, the duo picked up the framework from Universal Edulink and made all changes required to make it suitable for Indian children. The initial response for the programme, however, was not overwhelming for Chrysaalis I-Maths, which now owns about 25 I-Maths centres in association with various playschools in Bangalore, Mumbai and Ahmedabad.
“In the Initial years, people started comparing I-Maths with abacus programme which helps the child calculate fast. They started asking 'Why is my son is not able to calculate fast. We had a tough time in explaining to them how its like comparing an apple to an orange. Because, I-Maths is a conceptual skills development programme which helps enhance observation skill, influencing ability, logical thinking and reasoning. These are fundamental building blocks around which you learn the subject. It’s only after one lays the foundation can the building come up. But, the foundation will always remain underground,” says Joshi who is now looking after the operations of the company.
However, six or nine months down the line when the parents started seeing the results, it became easier for us to attract children to our centres, he adds.
Under the I-Maths programme, a child learns using about 25-28 types of play materials. The programme has been designed in such a way that the child feels it is a playing session for him, least realising that “a concept is being formed at the back of his mind which is related to mathematics”.
“We are actually trying to prepare the child for Mathematics. But, we don’t teach mathematics. Any kind of application we do, involves thinking. We help them to make them creative and make them think. We don’t teach them what to think, it is for them to think. We give them a lot of mathematical concepts which are actually being taught to the child much later in life,” says Jaithirth.
In Bangalore alone, Chrysaalis I-Maths has so far trained over 7,000 children. The company is now planning to open centres in Andhra Pradesh, Tamil Nadu, Kerala, West Bengal and the NCR region as a franchisee model. The I-Maths centres at various well-known play schools offer the programme for one day a week, for two hours. The programme has been split into three levels to suit the age of children — between 3 years and 7 years.
Why use iMaths?Comprehensively covers the Essential Learnings and provides a bridge to the National CurriculumiMaths addresses both dimensions of the Essential Learnings - Knowledge and understanding - developed through iMaths Topics and Ways of working - applied and practised through iMaths Investigations. The core principles of iMaths reflect the core principles of the National Curriculum. The National Curriculum focuses on meaningful, engaging maths with real-life application, numeracy; the ability to apply knowledge, as well as effective use of technologies.
Rewarding, meaningful investigations Investigation based learning builds the framework for students to be able to make the mental leaps necessary for absorbing the maths curriculum. iMaths Investigations are rigorously tested, teacher-driven and give students the opportunity to tackle unfamiliar problems and devise their own creative solutions.
Easy to assess iMaths Tracker Books provide an assessment item for each Topic in the Student Book. This presents a clear picture of student Knowledge and understanding - perfect for parent-teacher interviews.
Easy to planUse the iMaths iPlanner to construct a flexible, teacher-driven teaching plan that suits the interests and abilities of your class. Electronically map your teaching year to ensure all Essential Learnings are covered using a simple drag and drop feature
More about the series:
The iMaths program utilises the benefits of an investigation based approach to bring the Essential Learnings into the classroom in a practical, meaningful way. Use the Topic section (or Knowledge and understanding) to build student's confidence before tackling the real-world problems posed by the investigations.
Investigation based learning builds the framework for students to be able to make the mental leaps necessary for absorbing the maths curriculum.
iMaths advocates a goal-oriented approach to classroom learning -students gain the satisfaction of seeing their hard work on the theoretical exercises translate into the practical experiences provided by the investigations (or Ways of working).
iMaths Topic pages provide a point of entry for students into large, complex mathematical concepts, breaking them into bite-sized chunks. iMaths Topic pages supply the essential foundation in basic mathematical skills, from which students can build understanding of more complex concepts.
Linked with iMaths Investigations, students are rewarded for gaining the understanding of mathematical concepts by being able to undertake challenging and exciting projects. Investigations give students the opportunity to tackle unfamiliar problems and devise their own creative solutions.
iMaths is structured to gives teachers the flexibility to implement their maths program safe in the knowledge that all the elements of the Essential Learnings have been met.
What is I-Maths?
The I-Maths program grows IQ and develops "whole brain"thinking within the early childhood years - between 3 and 8years old. Research shows that the skills absorbed in theseearly years create the foundation for all future learning. TheI-Maths method maximizes this opportunity to infuse thelearning process with activities for both right and left brain. Byusing sensory and concrete experiences to present mathematical concepts, we produce thinkers,problem-solvers, creators, and inventors.
Did you know children under 10 are right-brain dominant?
The right brain is where lateral thinking occurs: problem solving, estimation, comparison, spatialrelations, creative thinking, and seeing the "big picture."" The right brain learns best by sensoryexperience and physical activity - exploring concrete materials with color, texture, weight,size, sound, smell, and even taste.
I-Maths introduces and establishes concepts in the young child when the right brain isdominant and when the created memories are long-lasting. The right brain is where long-termmemories are stored.
Can you remember a poem from your early teenage years?
Most respondents say, "No, not at all."
Now, can you remember a nursery rhyme or lullaby from your childhood?
Most respondents in this case say, "Yes!" and can even recite or sing whole verses.
This example demonstrates the difference between the long-term memory stored in the rightbrain during the early childhood stage, and the short-term memory stored in the left brainafter that stage. Also, when you learn a nursery rhyme as a child, you likely learn a rhythmicpattern, a simple dance, or other physical activity that goes along with the words. These areconcrete details that appeal to the right brain and create a total sensory learning experience.
Our curriculum is designed with concrete experiences of concepts, along with colorful andstimulating educational aids. We at IEM strive to devise innovative ways to unleash thecreative potential in every child. The I-Maths method helps children realize their imaginativeskill and also strengthens their existing mathematical understanding.
Our I-Maths method is set apart from other enrichment programs. It optimizes thedevelopment of the right brain, which allows children to balance the usage of right and leftbrain for the rest of their lives. The innovative use of concrete materials and physical andsensory experiences stands out as the defining and unmatched feature of the I-Maths program.
I-Maths introduces these right-brain concepts in the most elementary methods, and progressesthrough more complex exercises until they are established and reinforced in the child's mind.I-Maths students are exposed to basic ideas through enjoyable and interactive assignmentsusing real materials - balls, building blocks, fruit, picture cards, tangrams, lace boards, andmore. The students learn to utilize sensory skills to recognize, visualize, and retain theseconcepts. They then gradually acquire the capacity to solve problems individually and makethoughtful and independent decisions.
The complete I-Maths Methodology is based on a trilateral approach to solving a given problem.
The Conventional Method is typical of elementary mathematics. The given problem here has onepossible solution.
The Reversible Method is what we generally consider "algebra."" The given problem again hasone possible solution.
The I-Maths Method surpasses algebra and invites students to devise their own questions. Thisgiven problem has many possible solutions. The I-Maths student delivers these permutationsinstead of single solutions, which demonstrates complete understanding of the whole problem.
In the I-Maths Method, the child is guided through the process of concept introduction andreinforcement by the Aristotelian method.
By the end of this learning cycle, the child is equipped to understand and execute problems ofhigher complexity with ease. The most significant outcome of this form of learning is thestudent's ability to apply learned concepts in real life situations. In I-Maths, mathematicalskill becomes simply a practical and necessary tool.
The I-Maths program is uniquely designed to suit the waya young child learns math.
interesting ... 听Indian 讲也，真系要好留心，otherwise, 都唔知佢up 物...[版主回覆03/16/2011 19:43:00]係呀, 有d難聽, 好彩老師唔係印度人.
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interesting ... 听Indian 讲也，真系要好留心，otherwise, 都唔知佢up 物...
[版主回覆03/16/2011 19:43:00]係呀, 有d難聽, 好彩老師唔係印度人.
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