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U.K. choose study materials for the fall semester this year, they will have a new option: math textbooks imported from Shanghai, a city celebrated as a global math power. Shanghai Maths available in London will be exactly like thos
In total, 63 books are being prepared for use in British schools. (Oxford University Press has also created books for the U.K. based on the Singaporean math program.)
The city's success has prompted the U.K. to stage a major turn toward China on math, sending British teachers overseas and then inviting a few dozen Shanghai teachers to take over British classrooms.
Mathematics mastery is an approach to mathematics education which is based on mastery learning in which most students are expected to achieve a high level of competence before progressing. This technique is used in countries such as China and Singapore where good results have been achieved and so the approach is now being promoted in the UK by people such as schools minister Nick Gibb
Shanghai is one of the the top-performing jurisdictions in the Pisa global education league tables, which suggest that by the age of 15, children in Shanghai are up to three years ahead of their English peers in maths.
The government has invested £11m in a two-year programme to boost England’s performance in maths, but many in the education world remain sceptical about attempts to copy the Shanghai model.
This is the “Shanghai mastery approach”, a methodical curriculum, aimed at developing and embedding a fluency, deep knowledge and understanding of underlying mathematical concepts.
To start with the lessons are much shorter – 35 minutes in Shanghai followed by 15 minutes unstructured play, half what McMullen usually delivers at Fox. “I saw better maths teaching in 35 minutes than I had ever done in an hour and ten minutes,” he says.
“I’m sure we can learn from the Shanghai teachers, some things will be appropriate, others will not. But one thing I would say is that there’s very little money in education at the moment. If I were spending money, that would not be where I would choose to spend it.

“In England we have a very diverse set of communities. Sitting in rows conforming to a one-size-fits-all education, that’s not 21st century Britain.

“In England we expect children to enjoy primary education, to feel they are in some sense in the driving seat for their own learning, or at least have a hand on the steering wheel.

“In Shanghai it’s about delivery – it’s a different model. Culturally we are millions of miles apart.

“We’re not better, we’re different.”
British students may soon study mathematics with Chinese textbooks after a “historic” deal between HarperCollins and a Shanghai publishing house in which books will be translated for use in UK schools.

China’s wealthy cities, including Shanghai and Beijing, produce some of the world’s top-performing maths pupils, while British students rank far behind their counterparts in Asia.
Last year the British government announced it would spend £41m to support half of England’s primary schools in adopting maths teaching methods from Asia. The Department for Education (DfE) has also , in an attempt to improve the UK’s flagging standards.
The textbooks from Singapore, and now China, will help deliver the DfE’s ambitions for half of all primary schools in England – more than 8,000 in total – to adopt what is known as the south Asian mastery approach to maths.

The schools minister, Nick Gibb, has described it as “one of the most valuable education initiatives undertaken by our government over the past few years”. The mastery approach involves a whole-class approach to teaching maths. Each lesson concentrates on a single mathematical concept, which is covered in great depth, and the class does not move on until every child has mastered the lesson.

In Singapore or Shanghai a class will, for example, spend an entire lesson learning about the commutative law of multiplication. Pupils taught in England might learn how to do the maths, without being taught the law behind it. English pupils are also moved on more quickly from one topic to another and children in the same class are often given different work to do depending on their progress.
But even China’s own commentators have warned their system is not perfect.Shanghai Mastery
The British government has allocated $71-million to train teachers in the methods used in Chinese schools.

Good numeracy is vital to us all – and vital to the UK. Millions of adults struggle with their everyday maths skills. We want this to change – and we believe that change is possible.

We want everyone in the UK to have the numeracy that allows them to make the most of their lives. We believe that a major shift in attitudes is key to this.

Quoted from National Numeracy



Well begun is half done.

Matthew effect: one step ahead, one step ahead, become a genius leader.

The success of early childhood education lies in the establishment of a good relationship between parents and children, so that children can enjoy the learning process, love learning, stay curious, and acquire a good lifelong learning attitude and ability.

Infancy is a critical period for rapid brain development. Seize this critical period, the sensitivity that USES its cerebrum nerve, undertake early education, indeed with half the effort get twice the result.

Japanese educator Kimura kuichi "early education and genius" wrote: even the most ordinary children, as long as the education method, will become extraordinary people.

Calvert's education: The education of children must be started as early as possible by Karl Witt ’s “Education of Karl Witt” in 1818.

www.123merry.com is a good tool to help children grasp the development of the brain, a good toy to develop intelligence, it not only cultivate mathematical thinking, improve number sense, but also can develop the brain in many ways.

Before the age of three, a child's brain can absorb a lot of knowledge. Language, words, pictures, music, rules of life, attitudes, and so on. Don't be afraid of too much, the child's absorption ability exceeds your imagination. According to the "human brain development" curve released by the Harvard Center for Child Development, the development of Higher Cognitive Function (which includes ability of concept formation, problem solving, abstract thinking, impulse control, logical thinking and creativity) actually peaks between 10 months and 4 to 5 years old.

Some learning, including reading, must take place as the child matures and grows. Professor Sebastian Suggate, a German expert in child education, reading should not be pushed too early.

Gauss once said: "mathematics is the queen of science, and number theory is the queen of mathematics", people of that era therefore called gauss "the prince of mathematics".

Psychologists at Harvard University in the us have published a startling study that found children as young as five are natural mathematicians who can master number abstractions and arithmetic rules without formal education or instruction. According to Dr Ann Gervasoni, senior lecturer in mathematics at the Australian Catholic university, there is no "sensitive period" in maths. There is no age limit for the recognition of Numbers and the cultivation of number sense, even the earlier the better. This also shows that many geniuses or prodigies are early trained to recognize Numbers, inspire mathematical ability, and produce many enviable students. According to a harvard study, babies and toddlers recognize the sense of Numbers.

To inspire children's intelligence, Numbers and number symbols are among the simplest, the most simple. It is the best way to develop children's intelligence and the best shortcut to do so. Compared with the understanding of picture books and so on, they can get full learning and intellectual development in the digital field earlier.

Britain from 2016 began to notice the effect of the multiplication table, education unit studies the importance and necessity of multiplication table, through research, education research institutes all researchers agree that reciting multiplication table, for students in learning mathematics and natural science has a very important promotion effect, if the students don't recite multiplication table, resulting in a decline in learning ability.

The multiplication table have been introduced in the UK! Teachers from Shanghai who have gone to the UK for exchange have also brought the multiplication table into British primary school classrooms. It is understood that the UK could change the multiplication table to the "12X12" familiar to local students.

The traditional Chinese method of nine-nine multiplication is a way to develop a sense of number. Children's concept of Numbers can produce a sense of regularity because of the position of the number. This is an important reason why Chinese students have long been ahead of other countries in math. Just like the movement of basketball dribble, skillful dribble is not necessarily the key to score, but if the movement of the dribble is not mature, it is the fatal injury. Similarly, if the calculation of the action is not proficient in mathematics, in the calculation of mathematics students, is a learning obstacle.

The most important thing in learning mathematics is to find the principle and find the rules. www.123merry.com has adopted the simplest rules that enable children to begin to understand the rules of mathematics and develop mathematical thinking and number sense from an early age.

www.123merry.com is the mode of training number sense by using nine-nine multiplication. No matter which row or column is a regular sequence. If children can find out the rules themselves, they can learn in fun.

Children can also discover more interesting number relationships, which can be of great help in learning more advanced math in the future. The table is regular, as long as you look at it, you can keep it in mind the Numbers naturally without any effort.

www.123merry.com is like having a clear map guide, showing the contents of the whole map, creating a sense of Numbers, rather than the operation of individual numbers (a route guide for a single position).

As a child, Einstein was slow to develop, unable to speak at the age of four, unable to read at the age of nine, and once said, "imagination is more important than knowledge."

According to the research, the great scientists are the application of image thinking, built up a wealth of mathematical knowledge. Such thinking links can be very effective in developing their infants' brains.Using the methods of this website www.123merry.com, you can train children to think with strong number sense and deeply rooted images. It is the only one in the world, the best method of number operations. www.123merry.com help use imagery to think, to build the imagination of children, they think like geniuses, they think like geniuses, they think like geniuses, they think like a lot of scientists and they think by images.
www.123merry.com on the one hand, the construction of the graphic description, let the children understand the number changes. On the other hand, children accompanied by parents can remember the calculation process and results. Such a process would be of great help to young children, expanding their short-term memory space and allowing them to concentrate more and learn more in the future.

According to the report, one such pupil in Japan, fourth-grader Miyako ando, passed the highest level of practical maths skills at the age of nine, the equivalent of a science university graduate, setting a record as the youngest to qualify.

Mikael's mother said that when he was one year old, Mikael became interested in the "digital songs" on TV and watched them again and again. Around 2 years old, I really like the toy "digital disk" with 1 to 100 Numbers on it.

Mikael learned the multiplication table without a teacher in kindergarten, and could also handle four arithmetic operations. He often learned mathematics by playing.

Speaking of the charm of mathematics, Mikael said, when I gets the answer, I become very happy.

A 2010 Canadian study came to a similar conclusion. Math scores at the time of primary school entrance not only predict math scores after admission, but also reading ability in the second and third grades. The conclusion of this study is also that the understanding of mathematical concepts in early childhood has a significant impact on academic achievement.

If the student can use the automatic extraction ability of mathematical facts to complete the math problem quickly, he will have more opportunities to practice other problems more easily, and this experience will further enhance the correctness, fluency and flexibility of the calculation

Scientists in France and Belgium have carried out a study to see if there is a difference between the brains of maths geniuses and those of the average person. They found that the part of the brain normally responsible for long-term memory became active while the mathematician was working on the problem, which is not the case in the general population. The researchers therefore reasoned that mathematicians used more memory to perform their calculations faster. The principle is the same as in a computer, the more memory, the faster.

According to working memory, they are better able to recognize meaningful chunks when learning new things, and they are certainly better at learning and remembering. Proper brain training will help improve and improve concentration.

In a new book, "implicit logic: teaching you to think fast", published this year by Karl Norton, a German linguist, there is an increase in blood flow to the prefrontal cortex, an area of the brain called working memory, when we think. Working memory is thought of as a short-term memory of information. This part of the brain is not as specialized as the visual area, which is responsible for image signals. Research shows that the more tasks this part takes on, the better we are at solving problems.

Develop your high speed computing ability, keen sense of Numbers, clear thinking, using familiar four operations, intuitively will be the correct formula.

According to working memory, they are better able to recognize meaningful chunks when learning new things, and they are certainly better at learning and remembering.

Factual knowledge makes blocks of information possible; in other words, factual knowledge actually expands our working memory capacity. Suppose A has 10,000 facts and B has 9,000 facts. Suppose two people learn 500 new knowledge every month, because A has enough background knowledge, A can remember 10%, and B can only remember 9%. Ten months later, the knowledge gap had widened from 1,000 to 1,047. At this rate, A's stock of knowledge will only increase, and B will be hard to catch up with. This is the Matthew effect of knowledge.

This is a bit like building a building from the ground up. With a lot of brain activity, individual neurons in the hippocampus are activated and the hippocampal somatic cell count keeps going up, which is better for memory. The deeper and stronger the foundation made during the childhood, the higher and more magnificent the building will be in the future!

As a child learns, his brain stores the information it receives and forms a memory. The next time you need to solve a problem, the information in your memory is called working memory. This information is called working memory when it is active.

American researchers badre and hatcher put forward the concept of three systems of "working memory" on the basis of experiments to simulate short-term memory disorders, and replaced the original concept of "short-term memory" with "working memory". Working memory provides temporary storage and information necessary for complex tasks such as speech comprehension, learning and reasoning. A "working memory" system can store processing information at the same time, unlike a "short-term memory" concept that only emphasizes storage.

IQ is a measure of the brain's ability to solve problems. It involves spatial recognition, memory, language and logical reasoning. What determines IQ is the area of the brain called "working memory", which is the brain's system for storing and analysing short-term information, the equivalent of a memory bar in a computer. For example, when you calculate 13 minus 6 plus 7, your "working memory" area will hold all the necessary intermediate steps until you get the answer.

According to the concept of short-term memory put forward by scientists, it is necessary to be proficient in mathematics in order to get a good calculation without taking up too much short-term memory space. This also explains why many children who develop their mathematical minds at an early age have a better learning advantage than other students. On the one hand, they expand the brain's long-term memory, which allows it to remember more. On the one hand, they don't take up too much memory for calculation, so they can do more in-depth thinking. Once the short-term memory is expanded, it is greatly improved in terms of attention and absorption, which affects their learning.

It was once thought that IQ was purely genetic. Recent research has shown that training improves the brain's "working memory" and IQ. The researchers used functional magnetic resonance imaging (fmri) scans to measure the adults' brain activity before and after participating in a "working memory" training program, which increased significantly after five weeks of training. The researchers also studied children who took part in the same exercise and saw an 8 percent improvement in their scores on IQ tests.

Working memory is important and is a better indicator of learning ability than IQ. And this system can be improved. For example, brain training for working memory can improve the ability of working memory, but it also contributes to other cognitive improvements and can have a beneficial impact on everyday life.

The scientists report their findings in the latest issue of the journal Nature Neuroscience. When new working memories come in, they pass through the hippocampus and are sent elsewhere for long-term storage and retrieval. And it was these connections in the brain hippocampus that improved the children's math performance.

"The stronger these connections are, the better a person's ability to retrieve facts from memory." "Said Dr. Vinod Menon, a professor of psychiatry at Stanford university and the study's second author.

But the story does not end there.

Next, Menon's team found that adults did not use their seahorses in the same way to deal with arithmetic problems. Unlike spending a lot of effort, retrieving questions like 4 + 6 = 10 from long-term memory is almost automatic, Menon says.

In other words, over time, the brain became more and more efficient at retrieving facts. "Try to imagine being on a rough piece of grass," explains Dr Mann Koepke. "If you follow the same path enough times, you'll have a smooth, grassy path that makes it easy to get from start to finish."

If your brain doesn't have to work too hard on simple math, it will have more working memory for the more complex math problems that teachers teach.

"This study provides new evidence that math-related experiences do alter the patterns, or connections, of hippocampal activity in brain, which become more stable and reliable as skills develop," she said.

"So learning addition and multiplication tables well and adding them to your mechanical memory will be helpful."

It is important to note that the capacity of working memory can be gradually expanded by the stimulation and training of working memory over a period of time.

One expert's tip: training your child to practice simple addition and multiplication might help a lot.

"Experience does matter." Kathy Mann Koepke, Ph.D., of the national institutes of health, who funded the study.

Healthy children begin to switch from counting Numbers to using what we call truth retrieval at the age of 8 or 9, although they are still learning the basics of addition and subtraction. How well children are able to solve memory-based problems, as we all know, will largely predict their eventual mathematical success.

Britain began in 2016 using multiplication table, multiplication table's biggest characteristic, is a number, then a number, a full and complete training, like using a clear map, each place has clearly labeled jiujiu multiplication can let the children have the best number of feeling, to know every number of links, and the relationship of the every number, fostered the sensitive degree of digital arithmetic.
Relative to the other tools for lesarning multiplication in the market, a variety of different training methods, they often use the individual numbers together operation practice, number sense cannot be established.

In an interview, Qiu Chengtong, winner of the Fields prize, the highest honor in the world of mathematics, and a scholar of academia sinensis, pointed out that Mathematics should be taught according to aptitude, and both memory and reasoning should be taken into account. It is a kind of "unfortunate" not to recite mathematics of nine-nine multiplication; If you don't use the method of multiplication table you can only have one number and one number and you don't have a complete concept of multiplication.

He said, well, for example,if I have 2 times 10, and I have to add 10 times each time, how can I get to the next level of math? after 40 years of studying mathematics, he still has to learn some things by heart.

The importance of factual knowledge as the foundation of knowledge growth is self-evident. It is found that the difficulty of automating the extraction of mathematical facts of unit number addition and subtraction is the core ability defect of mathematical learning disability. In the aspect of multi-digit computing ability, the main core defect of mathematical learning disability is still the difficulty of extracting mathematical facts.

It is difficult to use mathematical symbols to carry out the four operations, and it is difficult to understand or remember the mathematical algorithms. Even understanding mathematical concepts is difficult.

The child's mind gradually mature, if parents can't guide children to develop good habits, they may get into a dilemma: when children are anxious, this kind of tension will suddenly filled with fill working memory in the brain, and originally used to study and solve mathematical problems that part was occupied, namely the first turn out how all not to come over. In the long run, this kind of math anxiety not only impairs a child's memory, it also makes them worse at math. It takes a lot of work, but the results are often not good, after all, because the critical period is not good. Professor Ashcraft at the university of Nebraska specializes in math anxiety.
She said it's not that people with math anxiety are more likely to be less intelligent than others. There is a fair amount of working memory involved in solving mathematical problems. Worry and anxiety consume so much of working memory that people don't have enough resources to solve math problems. Poor understanding of number sizes and relationships; Adding single digits on your fingers, rather than being able to extract the memory of math facts to perform calculations like your peers. Lost in the calculation process, and may be disorderly conversion method). Difficulty in mathematical reasoning (e.g., serious difficulty in applying mathematical concepts, mathematical facts, or procedural processing to quantitative problems).

Q: Is repeated practice really useful for students' learning?
A: Repeated practice has always been notorious, but the cognitive system has its bottleneck: the range of the brain can cope with many concepts is limited. To solve this problem, the most effective is to practice, because practice can reduce the "space" required for mental activities.
Q: Is it useful to ask students to memorize half facts?

A: Forcing students to recite dry facts is not considered very helpful, but it is impossible to teach skills such as analysis or speculation without knowledge of facts. Cognitive science research indicates that teachers expect students to rely on extensive factual knowledge for both analysis and critical thinking.

“Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom”

The development of the general ability to think and judge independently should always be a priority, not the acquisition of professional knowledge. If a person has mastered the basic theory of his subject and learned to think and work independently, he is bound to find his own way, and he is bound to be better adapted to progress and change than one who is trained primarily on the acquisition of detailed knowledge. -- Albert Einstein

I became a scientist by learning to think, think, and think again. -- Albert Einstein

Dear Esteemed  Publishers,       

Nice to contact you, it's my honor to contact you. 

I have worked in elementary school for many years.It is important for teachers to let children understand what they teach.

 I am Huang Yu chih
 and I teach at the Elementary School. Because I also serve in educational institutions, I know that it is important to lead the children's learning and let the children absorb the learning goals at children's recognition levels. I write a book 123 easy teaching. 
 Please have a look at it. Thank you very much for your patience on the textbook.

I hope to improve learning by creative methods to train children's understanding and to train children's memories for basic mathematics.

Please kindly be invited to publish the books.Thanks for your kind evaluations to help students as well as their parents.

On the whole, the blessing to children learn happily, and they can have good learning process and lay a solid foundation for mathematics.

Tell more ,  Help more.
If you can have some words to the book, to the children, or to the parents of children. It is highly appreciated.

Your nice reply is highly appreciated is the good news. Thanks.

God bless all. 
Everything is fine. 

Richard Huang 


Sincerely yours,




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