# Learning Math without any explanations

Why:

If there are no explanations, it is impossible not to understand 🙂 This is exactly how our natural learning works. The mind generalizes a number of experiences into a principle. The more the same type of experience is repeated, the deeper and stronger the learning. This is called constructive learning. It’s worth your while to research it.

How I was exposed to this amazing possibility.

I taught math in a democratic school. For those who don’t know, one of the aspects of a democratic school is that the child chooses what to study. e is not committed to a specific study program.

Two weeks before the end of the year, Anita, a girl in the second grade, entered my class just because she was bored. She didn’t study and wasn’t interested in mathematics until that moment. She was enthusiastic about the class. She started chasing me during breaks so that I would write exercises for her. I built the exercises in such a way that there is a principle behind them. Every time I saw that she got the idea, I switched to a different set of exercises. In short, within two weeks Anita finished the study subjects of grade 1 and 2.

Learn all elementary school math without explanations.

Our entire site is built on this idea of learning from experience and without explanations. And the results are amazing. With the help of visualization of exercises and concepts, you can learn all the mathematics of elementary school. Even a subject that is considered complicated like fractions is studied with us without talking about numerator and denominator. Only at the end when the child understands how to solve do we explain to him the terms of what he already understood.

Some example

The commutative property of addition (a+b=b+a)

Let the child solve the following form of exercises

4+3=?        3+4=?

5+2=?        2+5=?

6+1=?        1+6=?

Until they realize they don’t have to calculate the right column because the order doesn’t matter and the answer is the same as the left one.

Another way is to ask them

when you will have more chocolates. If you first receive 3 chocolates and then 2 more? Or vice versa, first 3 chocolates and then the 2?

Then the day after

when you will have more chocolates. If you first receive 4 chocolates and then 5 more? Or vice versa, first 5 chocolates and then the 4?

First step in understanding the decimal structure

Let the child solve the following form of exercises

4+3=?        40+30=?

5+2=?        50+20=?

6+1=?        60+10=?

Until they realize they don’t have to calculate the right column because the it the same answer like the left one but now with tens instead of ones

Conclusion

To be honest, if your child is in grades 1-3, try our program 🙂

If you want to explain a mathematical concept to your child, how to solve an exercise, how to deal with a mathematical problem, always try to give examples.

If there is an exercise, a mathematical concept that you do not know how to ‘explain it without explanations’ I hope you will feel free to consult me. I will be happy to help.

Respectfully, Ami