Mental arithmetic. Methodological guide for teachers and parents

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Kuralay Eruskyzy Zhunisbekova. Mental arithmetic. Methodological guide for teachers and parents

From the author

Introduction

1. Methods of teaching students

1.1 Fundamental exercises (FE)

1.2 Flash cards

1.3 Cursive

1.4 Solving examples by ear (oral dictation)

1.5 The solution of tasks on hearing mental (mental dictation)

1.6 Homework

1.7 The concept of Junior fellows

1.8 Two-digit numbers

1.9 The concept of senior fellows and compound formulas (formula mix)

1.10 Student’s exam after each level

1.11 Communication with parents

1.12 Universal time plan

2. Material for the training of teachers on accounting on the soroban. Addition and subtraction. Multiplication and division

2.1 Addition and subtraction

2.2 Multiplication and division

3. Organization of teachers ' work

4. Conducting a trial lesson / presentation

Sample script for conducting a trial lesson

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The manual is written by a teacher of mental arithmetic, chief methodologist, Director of education at the center for mental arithmetic. The author participated in the development of the method of mental arithmetic when it first appeared in the CIS countries. After analyzing the market, I noticed that former colleagues who also became professionals in this field began to open companies, centers, associations that issue certificates in mental arithmetic online training for teachers in mental arithmetic. They realized that the franchise is expensive, and it became cheaper to teach this course themselves.

This book covers most aspects of teaching mental arithmetic so that teachers can teach and develop students using mental arithmetic without going through expensive training, online courses, and even more so without franchises.

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Dictate examples must be accelerated despite the pace of children. Be sure to complicate the dictation, the number of rows in the dictation, if you know that students can do it. This is easy to check: if all children cope with most examples correctly, then you need to complicate the dictation.

Most students must solve about half of the examples in dictation. If students decide more than half, the teacher quickly dictates. If less, too fast. It is desirable that there should be such statistics: 1 excellent student (solves almost all examples), most solve half, 1 poor student (solves 30% of examples).

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