The Professor B Math Program has delivered World Class Mathematics

·  First graders have mastered the reading of whole number numerals up to
hundreds of trillions and instantly named the value and place value of each digit.

·  Second graders have mastered multiplication facts, multiplication (two or more digits by one digit) and long division.

·  Fourth/fifth graders have mastered “seventh grade math.”

·  Whole classes of fifth/sixth graders in the most disadvantaged communities have “passed with flying colors” statewide exams in Algebra I traditionally reserved for the brightest ninth graders (outperforming, by a wide margin, the brightest ninth graders selected to take the same exam in the same community).

These national precedents have been accomplished by means of our unique perspectives on children’s real gifts for learning mathematics:

·  Children’s gift for learning their native language is universal because virtually all children speak a language.

·  The gift for accelerated learning of stories is universal because virtually all children “assimilate” stories rapidly without the intention to learn them.

·  The gift for learning a language works by making connections among, and thereby deciphering meanings from “bits” of verbally expressed information.

·  Children effortlessly learn stories because their minds are “wired” in such a way that they cannot resist assimilation of content they perceive as connected and flowing (they enjoy anticipating where the story is going).

·  The universal gift for learning is our capacity to perceive connections, thereby synthesizing meanings and achieving retention.

·  The effortless activation/engagement of this awesome universal gift by a story is a result of the “packaging” of its content: the connection and flow of it.

·  The vast majority of parents and teachers agree that they experienced the content of mathematics (first through eighth grade and beyond) as disconnected and fragmented; not as connected and flowing.

·  Although untruths and meaningless statements, by witnesses to a crime, deactivate the detective’s gift for making the connections among fragments of information (clues) that solve it; truths on the other hand, activate/engage the gift and enormously facilitate its solution.

·  A serious examination of teachers’ traditional math verbalizations will clearly show that the vast majority of their daily classroom statements are either untrue or meaningless.

·   If the above is true (and we have been very successful in communicating its truth to teachers), then rather than activating /engaging students’ awesome and universal gift for learning, traditional math education deactivates it!

·  Mastery of world class mathematics by virtually all children is inevitable when their mental gifts are activated by teachers’ truthful/meaningful math verbalizations and the math content is packaged as connected and flowing.

Copyright © Professor B Enterprises, Inc., 2000