Modern Day Curricula : (

You may have noticed, but our brand of instruction is not like what you are no doubt used to encountering.  That is because we Numbers think a bit differently that these modern-day curriculum writers whose agenda is more about $$ than about helping kids actually understand how numbers work.  We teach our recruits to be effective and efficient - to carry out operations with lightning speed.  What we don't do is try to teach them ten different ways to solve an addition problem. 

While we are familiar with the current trend in education, which centers around trying to get children to use their "higher order thinking skills", we believe that those who are developing the Common Core curriculum, and all of its reasonable facsimiles, are trying to let the cart pull the horse, so to speak.  It should be obvious to anyone using their H.O.T. that one must first possess a mastery of the concrete in order to build the more abstract connections.  Perhaps their education is to blame, but more likely, it is their motivation.  Or perhaps they are just too afraid to disagree with the current educational 'status quo'.  We are not!  Our timelines do not demand children to move through numerous mathematical concepts without being allowed the time or opportunity to master any of them. 

We, as a family of numbers, use our different skills and personality traits to help children lay a strong foundation on which to build.  We encourage our recruits to use their imagination, to learn through experience, and we believe those experiences should be fun, as you don't have to have a degree in either education or psychology to realize that children are made for play.  It is just a part of how they learn to make sense of the world around them.  But these modern-day curricula that are designed to help children pass a yearly standardized test rather than actually develop skill and mastery of a subject area are no fun at all.  Rather, they leave children frustrated, feeling like failures because they cannot be successful with a program that does not take into account the ages and stages of child development. (Don't even get us started on the ridiculousness of using a 'standardized test' as a basis for determining if a child has mastered what he/she has been taught.  By the very nature of the test itself, it is disqualified for such a purpose, since it is designed to produce a bell-shaped curve, with a few being highly successful, the majority in the middle, and the rest as failures.  After field testing, any question that does not allow a standardized test to produce this result is thrown out and replaced with one that will, one that is often subjective and could rationally be answered correctly in several ways, only it is the test-maker him/herself that determines which of these answers is to be deemed correct.  How can such a test accurately measure a child's mastery of a particular concept?)

We're tired of seeing children thinking that our beloved subject is something they just don't and cannot comprehend.  So we are setting out to change math instruction at its very (common) core.  If you, too, being parent, teacher, or child, are tired of the current method of mathematics instruction, we hope you will join us as we set about to make math everybody's favorite subject.

Your friends,

One, Two, Three, Four, Five, Six, Seven, Eight, Nine and Ten