Useful information
Memory
Our definition of memory: "The ability to acquire, retain and apply learned content."
Our definition of memory: “The ability to acquire, retain and apply learned content.”
The activities that the students carry out not only train concentration and attention, but also memory. In the exercises, mathematical formulas, rules and processes are learned and applied in order to become anchored in the long-term memory. The memory becomes more receptive through systematic and regular use, and the progress made is particularly visible in school. It is not unusual for students to improve their school grades even though they do not work any harder than before.
We know from our students that they find it easier to remember school materials and school content and that learning at home is no longer as tiring. The students can participate more actively in school lessons and develop a new joy in learning because of the material they have learned.
Intelligence
Our definition of intelligence: "Confidence in dealing with numbers, quantities, language, harmonies and orientation in space."
Our definition of intelligence: “Confidence in dealing with numbers, quantities, language, harmonies and orientation in space.”
We assume that there are different types of intelligence. We also assume that intelligence is not a fully developed ability, but a potential. While abilities can be developed and trained, potential can be unfolded and trained.
Since intelligence can increase or decrease over the course of a person's life, one should opt for consistent, programmatic training.
There are many ways to train intelligence. We rely on the abacus. This arithmetic aid is used primarily to train logical-mathematical, spatial and action intelligence.
Concentration and attention
Our definition of concentration: "Concentration is the ability to intentionally focus on specific content or tasks."
Consistent concentration is important in almost all areas of life. Whether it's everyday life or challenges like school, university or work, we're expected to complete our tasks reliably and on time. Mental arithmetic is based on the ability to concentrate and gradually improves the ability to concentrate. The longer you can maintain concentration, the easier and faster a task is to solve. Incidentally, the greatest progress is made by students who have difficulty paying attention or maintaining concentration.
In our school we encourage the development of different forms of attention - targeted, selective and alternating attention. Working with the abacus offers visual, acoustic and tactile experiences that can be understood as training for targeted attention. Selective and alternating attention are simply trained along with it!
Lateralization and learning problem
Obviously, the problem that occurs in learning is caused by the two halves of our brain working together.
Obviously, the problem that arises in learning is caused by the cooperation of our two brain hemispheres. As we now know, each is responsible for certain mental functions. The technical term that describes this division is called lateralization. Due to this division, a learning problem arises because classical education favors the work of the left hemisphere while the creative right hemisphere remains neglected.
Since she is also active, she therefore looks for some kind of work for herself. She does the only thing left for her - she starts imagining! When imagining, the child loses the attention needed when learning, resulting in a loss of concentration, which leads to poor memory. It is therefore important to develop evenly and use both halves of the brain at the same time.
Logic and Analysis
Our definition of logic: “Logic is the ability to think logically.”
Calculating with the abacus is based on logical and mathematical principles. It is therefore ideal for training mathematical and logical thinking. One could say: If you can calculate, you can also draw conclusions. If you draw the right conclusions, you will always arrive at an appropriate solution when you use the right assumptions.
Finding the right conditions that form the starting point for every consideration is the task of analysis. Only when you have succeeded in identifying and naming the cause (of something), for example, have you reached the starting point for successfully solving a problem. Our students are constantly confronted with mathematical problems. The problems must be analyzed and solved through logical thinking. What is practiced in a mathematical context also opens up unimagined possibilities in other spheres!
Creativity and imagination
Our definition of creativity and imagination: “Is the ability to visualize things.”
We are creative when we look at a problem that we cannot solve from different angles, when the established ways of thinking do not work, and then find a solution in a completely new and original way. Creativity is the responsibility of the right side of our brain (right hemisphere) and it is important to encourage creativity from an early age because although all children are born creative, it is difficult to remain creative. Children are stimulated by curiosity, asking questions at every step and learning through play. There is no "right" way for children to use an object so as not to limit their ability to use it. Our job at Kid Genius is to fill their creative minds with a variety of different experiences because we do not want creativity to dry up - the more we use it, the more we have it. That is why our groups are filled with different games that involve abacus work, mental arithmetic and fun.
Motorical development
Our definition of motor skills: “Motor skills are dexterity.”
In daily work with the abacus, the beads are moved with the fingertips. Not only as quickly as possible, but also and above all as precisely as possible! These exercises can be understood as sensory-motor training. In this training, the participants develop their eye-hand relationship and work on perfecting their finger dexterity. When our students solve mathematical problems with the abacus, they learn how far they have to spread their fingers or how much force they have to use to create the image on the abacus that corresponds to the calculation problem.
Mental activity alone can preserve brain cells, but nerve growth is only stimulated when mental and physical activity are combined.
Even the youngest children work on perfecting their finger dexterity in the Abakus Academy “Kid Genius”: They form these together with the first numbers in Numicon .
Troubleshooting
Our definition of problem solving: “Is the ability to understand and solve complex problems, whereby the solution may not always be immediately obvious.”
Participants in our programs learn by bringing previous experience into their own cognitive space. When solving more complex mathematical problems, they are introduced to the problem, investigated it, found possible solutions and steps for applying that solution in individual or group work. Students not only learn to calculate in different and more interesting ways, but also often combine methods. Sometimes in math classes at their schools, they use the visualized abacus quickly and successfully to solve problems. Often, it then serves as a control system. They become increasingly able to think quickly, reason and make accurate decisions. In this way, our programs encourage the development of students' creative thinking in problem solving to further motivate them and thus promote more holistic learning.
Fast calculation
Our definition of fast mental arithmetic: “Using the school’s techniques, children solve mathematical problems super quickly using only their brains.”
Our definition of fast mental arithmetic: “Using the school’s techniques, children solve mathematical problems super quickly using only their brains.”
The result of mastering mental arithmetic is impressive calculation speed. To further illustrate, these are numbers alternating at speeds of up to 500 milliseconds and even faster. Initially, participants are adapted to the speeds at which they can visualize and count the balls, and over time, the speed increases according to the participants' individual abilities. Students use the skill of rapid arithmetic in math classes as well as in everyday life.
Self-confidence
Our definition of self-confidence: “Knowing your own abilities and skills and being confident in their successful use.”
For us, self-efficacy is an important component of self-confidence .
In the pleasant atmosphere of a small group, participants experience their impact on others and find a framework in which they can dare to live out their own abilities and skills and receive immediate feedback.
For us, appreciation and respect are not just words, we live these trust-building values. On the basis of trust , children find the courage to take on new challenges. Praise and reward accompany the participants and the lived, positive interaction.
In addition to imparting teaching content, we see celebrating successes, providing motivation and encouragement as our task.
We believe that self-confidence, as we understand it, cannot be taught. It must grow.
With our program we want to make a contribution to successful personality development.
How do you activate the two hemispheres?
Scientists like Tesla, Einstein and Mendeleev were great scientists with a strong imagination for the “impossible”.
Scientists like Tesla, Einstein and Mendeleev were great scientists with a strong imagination for the "impossible". Today we know that many discoveries and inventions were made possible because people were able to use their right as well as their left hemisphere. Through a strong imagination, their intellect and their creative thinking, they managed to find solutions to problems that had previously seemed unthinkable.
Between the ages of 4 and 12, important phases of brain development take place. A large number of stimuli are constantly being generated and processed. At the level of nerve impulses, these stimuli represent the real "electric storm" that the functions of the cerebral hemispheres are constantly confronted with. During this period, our hemispheres fight each other for dominance. Often one side wins and will emerge as the dominant side of our brain. Thus, the division of mental functions between the left and right hemispheres will once again take place. It is of utmost importance that children at this age do not miss the unique opportunity to learn to use both hemispheres simultaneously.
How is the brain structured?
In order to properly demonstrate all the benefits of our program, it is necessary to understand how the brain works.
To properly present all the benefits of our program, it is necessary to understand how the brain works. The basic job of the brain is to collect and process information and then provide answers by sending specific instructions to our body. The brain is made up of two halves - the left and right hemispheres. Each hemisphere controls the "opposite" side of our body, so the right hemisphere is responsible for our left side and processes what we see with the left eye, while the left hemisphere controls the right side and processes the vision of the right eye. Both hemispheres are obviously identical, but the differences are in their functions.
The left hemisphere controls reading, writing, arithmetic and logical thinking. Therefore, the left hemisphere is our inner mathematician that calculates and analyzes.
The right hemisphere controls three-dimensional feeling, creativity and artistic senses. This hemisphere represents our inner artist, ready to play with the wondrous land of fantasy, full of colors and images, shapes, dreams, imagination and intuition.