32-40 lessons / year
A 50- 60 minute lesson, once a week
MathRiders uses hands-on learning in which real-life experiences turn into mathematical concepts.
Children are provided with brain stimulation and a mathematically enriched environment to nurture and develop their innate skills. Through an effective and fun learning programme that includes activities, music, songs and stories, MathRiders helps build a strong maths foundation, reasoning and problem-solving skills.
Based on Research studies, and developed by a joint team of mathematician educators, our unique methodology uses cross-body movements to build connections of brain hemispheres and music which strengthens mental arithmetic abilities, inventive thinking and is proven to help solve mathematical problems.
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 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.
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.
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.
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.
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.
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.
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