Each child constructs his own meaning, in his own way, regardless of how clearly they are taught things. Mostly, they do this by connecting new information and concepts to what they already believe. Children have different learning and thinking styles and are at different stages of development.
Young people can learn most readily about things that are tangible and directly accessible to their senses—visual, auditory, tactile, and kinesthetic. Manipulating concrete materials develops conceptual understanding. It is important that models are used in the correct way to enhance understanding of abstract concepts.
Correct answers often mask children’s lack of understanding. We use mathematics as a tool for cognitive development by placing problem-solving tasks in the context of developing Mathematical concepts, by slowly increasing the difficulty of these tasks, and by inviting involvement from children.
Many children battle with the abstract language of Mathematics. Our philosophy is that abstract concepts must be introduced gradually and in a structured way, and that they should be linked to concrete examples.
Concepts—the essential units of human thought—that do not have multiple links with how a student thinks about the world are not likely to be remembered or useful. Concepts are learned best when they are encountered in a variety of contexts and expressed in a variety of ways, for that ensures that there are more opportunities for them to become imbedded in a student’s knowledge system.
Mathematics can be seen as a tool to enhance cognitive development. Reflective thought is developed through social interaction.
Effective learning by children requires feedback. Children need to be engaged actively and they need to learn to express their thinking clearly, in a non-threatening environment.
Nature’s great book is written in mathematics.
The aim of the lessons is to enrich every child. All children have strengths and weaknesses and mathematical understanding can always be improved.
Concepts are developed through using concrete materials, worksheets and language development.
Classes are offered once a week and last between 30 minutes and an hour, depending on the age of the child.
Classes are presented in small groups so that all children receive attention, but also still learn to function in a class situation.
Children receive 36 lessons each year
Miki Maths Magic Preschool is a Maths program for children from Age 3 – Reception. This program consists of 36 lessons for each age group complete with activities and worksheets. These classes are generally delivered at Nursery and Primary schools.
Miki Maths Magic Year 1-3 consists of 36 lessons for each age group complete with activities and worksheets. These classes are offered at Miki Maths Centres which can be set up at community centres, schools or rented office space.
Focus is on the development of different strategies for doing the 4 operations as well as developing understanding of fractions, solving word problems, time and money.
Miki Maths Magic Year 4 – Year 6 offers extra mathematics lessons to children according to their own individual requirements. Children are helped with Maths done at school according to their own individual needs.
Franchisees offer additional support through a series of worksheets. These classes are offered at Miki Maths Centres. No extra training is provided in this age group and Franchisees should be comfortable with helping children in this Age Group Bracket.
Children are the message we send to the future.
– Abraham Lincoln
Miki Maths follows the broad curriculum for each grade and differentiates within this framework according to children’s own abilities. We do not offer X-tra Maths classes in the traditional sense but will help children with work that they battle with in class on occasion.
We concentrate on the most important and difficult concepts in each grade and develop good understanding of these concepts.
We have done a thorough study of the new CAPS curriculum and therefore the work that we do in our lessons should help children with their work in class.
Our aim is to provide all children with activities that will strengthen their mathematical ability. We have many children of different abilities in all of our classes and we find this mix works very well.
Many children are quite fluent with writing answers but battle to explain how they have done something or how to maybe use a different strategy.
We believe that a guided lesson with lots of interaction is a very effective way of learning. It is important that children get given opportunities to express their thinking in the context of a small group where they feel safe.
Miki Maths makes use of concrete apparatus to help develop understanding of important concepts. We therefore do not work on computers during lessons.
We don’t give daily homework. Although drill is important it is always better to drill a concept or strategy that has been understood. The worksheet that we do has the purpose of developing strategies and is not intended to provide drill only. Children often receive homework from school, which together with the Miki Maths lesson provides ample opportunity for development of concepts.
Although most of our lessons are delivered at schools we are starting to develop centers to accommodate children that are not able to attend lessons at schools. Contact your closest Franchisee to find out more about these lessons.
Education is the most powerful weapon which you can use to change the world.
– Nelson Mandela
We do Maths that is relevant to the school syllabus. Often children are enrolled in programs that teach different strategies to those used in school and this can lead to confusion.
In Miki Maths we pick the most important concepts and skills to emphasize. It is important to concentrate on quality of understanding rather than on quantity of information. We choose activities that will provide the greatest leverage in learning.
We concentrate on developing conceptual understanding in an enabling environment. We like children to learn that Maths makes sense and that it is not just a set of rules that needs to be memorized.
Mental Maths is an important cornerstone of mathematics. This ability is made easier when children learn to manipulate numbers in a flexible manner.
We have structured our programme in such a way that children have multiple opportunities to master concepts.
We like to create a friendly and enabling environment, where children feel valued and appreciated.