Jones Geniuses Mathematic Programs Provide Essential Training

mathematic programs

Jones Geniuses accelerated mathematic programs concentrate on the most essential skills of mathematics - basics first. It's easy for you as a parent or even educators to become confused in dealing with math curriculum. A common criticism of the main current of math education is that it has become a mile wide and an inch deep. That is to say, traditional mathematic programs include a thousand objectives but covers them only superficially. Some objectives, the basic skills of addition, subtraction, multiplication and division, for example, are the lynchpin of the whole system. Without these skills nothing else will be successfully achieved.

We Start Building the Foundation First

Our mathematic programs begin with intensive practice of the basic skills until they are mastered, then proceed to build rapid calculation skills upon this foundation.

Our primary task is to build a solid foundation of basic math skills, the sooner the better. As in most learning processes, the beginning stages are critical and delicate.

Learners often start at a low skill level and can feel clumsy and inadequate at this stage of development. With your guidance, they need the proper encouragement to apply themselves diligently to mastering those basic skills. It takes a certain amount of practice. If the practice required for mastery is prolonged over many months or years, there is an extreme danger of falling behind that often results in frustration and failure.

Basic skills practice is best done early, rapidly and systematically so that success, and the motivation that is generated, arrives all the sooner.

Learning Math Can Parallel Experiences in Life

Mathematics, like life, can often be a lot of fun. At other times it can take significant effort but we need to keep pushing forward whether it's fun or not. Like experiences in life, there are no excuses for giving up math lessons; We have learn that pushing on yields a reward at the end of the challenge.

Most Mathematic Programs Taught Today Fall Short

There are many math books on the market filled with a variety of activities where beginning math students count, add and subtract pictured objects. When we evaluate these materials we turn to the final lessons of the book.

In one such workbook, after an entire year of picture activities the learners were not solving anything more complicated than sums up to fifteen. These kinds of materials are little more than pleasant distractions that don't get the job done.

The worst possible lesson we could teach our children is that they don't have to do any task they find to be challenging or hard work.

When your child can do something well, they take pleasure in it. If they can't do it well it can become disagreeable, especially when the lack of progress is prolonged. Delaying mastery is frustrating. Continued lack of success may well produce math phobia, an aversion to a task combined with a feeling of dread and low self-esteem. Current math methods have led to a virtual epidemic of math phobia, even among many teachers!

Several mathematic programs handle this problem by reducing the level of skill required and dressing their activities up in clever ways to be more appealing, "making math fun".

There's a profound delight that one takes in mastering a subject, especially a subject as fascinating as mathematics. We want our children's enjoyment to come from that mastery not from some "dog and pony" show we feel obligated to put on or buy in order to "make math fun".

Fun activities with math are great but they should be fun activities that lead to mastery, not delay it or replace it with the misguided notion that we should be putting our efforts into math entertainment rather than math mastery. This priority produces the attitude in the learner that they shouldn't have to do anything that is not made "fun". The worst possible lesson we could teach our children is that they don't have to do any task they find to be challenging or hard work.

Your children have important and challenging work to be done with their lives. Many of these jobs are highly paid professional careers that require those who are willing to do the academic "heavy lifting" in order to prepare themselves. The current approaches to math education are producing few students willing and able to take on these challenges. For the sake of our children and our nation, we need to set our sights higher.