翻查舊blog，原來小Bie都是在3歲8個月開始imaths數學。
imaths 印度數學跟小BIE現在學校的新加坡數學理念類似，尋求解決難題的能力，並不著重重複死板的運算。
而且非常活潑好玩，小朋友都非常喜歡～
上次試堂小天全程不願入課室，今天第一堂正式的課，小天開始亦一樣半哭樣子走進去，媽媽趕著要接小BIE，只有忍著馬上離開，回來的時候，靜靜地在門外偷看小天，你已經玩得很開心、很主動了！
哭著走進去，開開心心走出來。
馬上要show你今天所學的東西。
還要求媽媽下次一定要讓他來。能找到一個好玩如此、質素良好的數學班真開心呢！其實學費真的有點不捨得花，只是這個好玩、活潑、開放形式的學習方法十分適合好動男小天天。而且小天由細至大黏媽媽的情況比高敏小Bie還要嚴重，可能男孩的分離憂慮比女孩子嚴重吧！ 那麼，至少也讓它成為幫助你獨立參與其他課外活動班的踏腳石呢！
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舊blog：
Chrysaalis I-Maths from India(for age 3-7)
在這裡的才藝班,肯定沒有像香港或其他亞洲發展國家的五花八門, 在沒有太多選擇的情況下, 媽咪一直在這裡只看過Kumon, 當然不太喜歡、同時亦認為小Bie你不會喜歡工式化和似乎沉悶的數字遊戲, 如果開始Kumon只會造成我們親子間很多無謂的戰爭!
如媽咪第一個反應一樣, 爸爸: "why India?"
是的, 學校名字就是: India Education Methods
http://www.indiaeducationmethods.com/story.html
why India, 因為創辦人發現:
- One-third of NASA engineers are Indian-educated.
- One-third of Apple employees are Indian-educated/India-based.
- One-third of Google employees are Indian-educated/India-based.
實在太新, 在他們的officical site找不到太多資料:
http://www.chrysaalis.com/about-us
反而在澳洲一個網頁內看到的教師手冊的內頁資料, 才對這個教學法知多很多: http://www.fireflypress.com.au/primary-school/maths/imaths/
看後感覺輕鬆多了, 因為一聽見他們強調 " 加強培育右腦思考能力"...
一提到"right brain" 就始終感覺在教育界新到不得了, 太多商業產品& gimmick...最初看見這set i-maths, 如果單看練習本, (老師說練習本只不5% of the program) 十足我家裡的教具炒埋一碟... 資料亦不多, 價錢又不平...
一個semester 45 weeks: us$4050!!! 單單套教具已經要us$300
再者, 錢事少,(如果有用的話) , 時間係大! 你知我家大小姐妳有多忙... 不想幫妳安排得太密, 屋企還有太多好玩意可以玩... 只是發覺原來沒有的是:時間!
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX經過一大輪媽咪的資料搜集, 幸好在澳洲網上看見老師手冊中知道, 每一個topic都用"investigate" 去"玩", 小孩子的數學原理學了也不自知, 越看越喜歡呢!是將數學每個細節的topic, 安排了一個好玩的"investigate"去讓孩子思考、玩、學習... 比如有: plan a party、為什麼老鼠會走上時鐘裡? ... 太多, 時間不多, 不再在此解釋了, 看教師手冊就知道我在說什麼了...
I-Maths 2中, 12個investation例子:
iMaths Investigations and Topics
1 From day dot
8 N15 Ordinal numbers
N16 2-digit ordinal numbers
N17 2-digit ordinal numbers in words
A2 Sequencing the order of events
M8 Calendars and months
CD5 Class height graph
CD6 Birthday graph
2 Kids rule
10 M1 Length, width, height
M3 Covering surfaces
CD3 Collecting data
S8 Here, there and everywhere
S9 Direction – turns
3 Cassowary count
12 N2 Count in ones
N3 Count in twos
N4 Count in fives
N25 Addition facts
N37 Equal groups – multiplication
CD3 Collecting data
4 Jingle jangle
14 N19 Make a $1 total using coins
N20 Make a $20 total using notes
N21 Australian notes to $100
N22 Dollars and cents
N23 Do I have enough money?
N25 Addition facts
N35 Add and take away are related
N36 Use a calculator to add and
subtract
A1 Patterns
CD3 Collecting data
5 Message in a bottle
16 N28 Introducing take away
N29 Show and make my own
take away
N30 Show single-digit subtraction
N31 How to set out subtraction
N32 Show, say and write subtraction
N35 Add and take away are related
6 Design-a-game
18 N1 Counting and matching 11 to 20
N9 Write numbers in words
N11 Going up, going down
N18 Odd and even
N25 Addition facts
N33 First subtraction facts
N34 Take away zero
A7 Balancing equations
M10 Minutes and hours
7 Show time
20 N20 Make a $20 total using notes
N23 Do I have enough money?
N25 Addition facts
N26 2-digit addition
N27 2-digit addition using facts
N32 Show, say and write
subtraction
N36 Use a calculator to add and
subtract
8 It’s my town
22 S1 Classify 2D shapes
S2 Construct 2D shapes
S3 Classify 3D shapes
S5 Faces, edges and corners
S6 Which 2D shape is that?
S7 Which 3D shape is that?
9 Maths whiz quiz
24 N5 Count in tens
N6 Tens and Ones (place value)
N7 Show the number
N8 Read and write 2-digit numerals
N10 Show numbers in different ways
N13 Regroup tens and Ones
N14 Rename tens and Ones
CD1 Chance
CD2 Judgments
10 Gone fishing
26 N12 One more, one less, ten more,
ten less
N26 2-digit addition
N36 Use a calculator to add
and subtract
N38 Sharing equally – division
A5 Backtracking
11 Marble ramp
28 M2 The metre
CD2 Judgments
S8 Here, there and everywhere
12 Dog tales
N24 Models and symbols for
fractions
N37 Equal groups – multiplication
N38 Sharing equally – division
A3 What’s the gap?
A4 Keep the pattern going
M4 Comparing mass
M5 The kilogram
M6 Comparing volume
M7 The litre
好吧, 學校新開, 15% off for the whole 45weeks semester, 讓你去試試玩吧, 反正真的感覺很生動有趣, 不會是數學堂的"學數學"...
孩子: have fun!
Developing thinking ability among kids |
| Bibhu Ranjan Mishra / Chennai/ Bangalore June 08, 2010, 0:24 IST |
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 Curriculum
iMaths 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.
Comprehensively covers the Essential Learnings and provides a bridge to the National Curriculum
iMaths 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.
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.
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 plan
Use 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
Use 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.
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 8 years old. Research shows that the skills absorbed in these early years create the foundation for all future learning. The I-Maths method maximizes this opportunity to infuse the learning process with activities for both right and left brain. By using 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, spatial relations, creative thinking, and seeing the "big picture."" The right brain learns best by sensory experience 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 is dominant and when the created memories are long-lasting. The right brain is where long-term memories 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 right brain during the early childhood stage, and the short-term memory stored in the left brain after that stage. Also, when you learn a nursery rhyme as a child, you likely learn a rhythmic pattern, a simple dance, or other physical activity that goes along with the words. These are concrete 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 and stimulating educational aids. We at IEM strive to devise innovative ways to unleash the creative potential in every child. The I-Maths method helps children realize their imaginative skill and also strengthens their existing mathematical understanding.
Our I-Maths method is set apart from other enrichment programs. It optimizes the development of the right brain, which allows children to balance the usage of right and left brain for the rest of their lives. The innovative use of concrete materials and physical and sensory 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 progresses through 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 assignments using real materials - balls, building blocks, fruit, picture cards, tangrams, lace boards, and more. The students learn to utilize sensory skills to recognize, visualize, and retain these concepts. They then gradually acquire the capacity to solve problems individually and make thoughtful and independent decisions.
The complete I-Maths Methodology is based on a trilateral approach to solving a given problem.
- The Conventional Method - Ex: 1+1=?
- The Reversible Method - Ex: 1+?=2
- The I-Maths Method - Ex: ?+?=2
The Conventional Method is typical of elementary mathematics. The given problem here has one possible solution.
The Reversible Method is what we generally consider "algebra."" The given problem again has one possible solution.
The I-Maths Method surpasses algebra and invites students to devise their own questions. This given problem has many possible solutions. The I-Maths student delivers these permutations instead 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 and reinforcement by the Aristotelian method.
- Activity-based learning - the "play method" of sensory and physical experience
- Semi-abstract learning - 3-D learning to 2-D learning
- Abstract learning - book-based learning
By the end of this learning cycle, the child is equipped to understand and execute problems of higher complexity with ease. The most significant outcome of this form of learning is the student's ability to apply learned concepts in real life situations. In I-Maths, mathematical skill becomes simply a practical and necessary tool.
The I-Maths program is uniquely designed to suit the way a young child learns math.
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