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The Math School Focus

Growth Mindset | Mathematical Thinking | Depth Over Speed | Number Sense

Our Belief

Everyone can do well in maths. There is no "math person."

Mathematics, more than any other subject, has the power to crush students' confidence. Noone is born with a math gift or a maths brain and noone is born without one. The research has proved that with the right messages and learning opportunities can propel children to the highest level

Math is not about procedure and memorization

Many students mistakenly believe that success in mathematics is based on memorization of methods and facts. In reality, mathematics consists of interconnected concepts. Those who excel in math are the ones who understand and contemplate these ideas deeply. In fact, to tackle cutting-edge problems, we need to invent new formula. Creativity is key.

Math is not only about numbers

Mathematics touches nearly every aspect of modern life, from computer software design to questions about humanity’s exis- tence in the universe. 

Growth Mindset

We are confident that mindsets can be transformed. This implies that students with a fixed perspective can transition to a growth-oriented mindset. At The Math School, we consistently reinforce growth messages through the way students are grouped, the assignments they tackle, and the feedback they receive. Studies indicate that when students err in math, there's brain growth, with synapses activating and connections forming.

Mathematical Thinking

Tasks at The Math School are mathemtically rich in reasoning opportunities, allowing for different approaches and visuals. Students use and share differet ideas, visuals, and methods. Our empahsis is on depth, creativity, visuals and mathematical beauty.

Depth over Speed

At The Math School, we do not value fast work. Many people have the wrong believe that being good at maths means being fast at maths. It doesn't and we need to change that minset. What we need to student to excel in maths is for them to think deeply, connect methods, reason, and justify.

Number Sesnse

The researchers identified a significant distinction between high and low achieving students. High achievers approached problems using "number sense," allowing them to manipulate numbers flexibly and conceptually. In contrast, low achievers lacked this number sense, often defaulting to standard methods even when they were challenging. For instance, when presented with 21-16, high achievers simplified it to 20-15, while low achievers opted to count backward from 21, a much more challenging approach.

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