Why Math Matters
At Learning Companions, we don’t teach math just to help children pass exams. We want math to become a part of their everyday thinking. Whether it’s sharing food, saving money, making time tables, or understanding news—math is everywhere. But many children feel scared, unsure, or bored with it.
We believe that every child can become confident and capable in math. But that only happens when they see math as useful, sensible, and something they can handle.
That’s why our goal is simple:
Children should feel, “Yes, I can do this,” and build core competencies to learn and solve for any new math problem they come across in daily life and any other learning.
Our Approach to Teaching Math
We don’t follow a fixed textbook or syllabus. Instead, we focus on helping children become strong in mathematical thinking. This means:
- Solving real problems, not just solving questions on paper.
- Thinking about how and why a formula or method works.
- Making mistakes and learning from them, not getting afraid of being wrong.
- Building confidence slowly, through small wins.
We make sure math learning happens in two main ways:
- Through their real-life needs
For example: counting money, sharing things fairly, planning a trip, comparing prices. - Through games and challenges
Math becomes fun and engaging when it’s part of a game or puzzle.
How We Understand Growth in Math
We use a well-known structure called the NRC framework (from the National Research Council, USA) to guide how we understand children’s learning. It talks about five parts that together make someone truly good at math:
1. Conceptual Understanding
Do they understand why something works?
E.g., Do they know why division is done in a certain way?
2. Procedural Fluency
Can they follow steps and solve correctly?
E.g., Can they apply the right method and use formulas properly?
3. Strategic Competence
Can they break down and solve new problems?
E.g., If a question is unfamiliar, can they think of a way to approach it?
4. Adaptive Reasoning
Can they check their answer and see if it makes sense?
E.g., Do they stop and think: “Is this reasonable?”
5. Productive Disposition
Do they believe they can do math and enjoy trying?
E.g., Are they motivated to attempt even difficult problems?
We also add a sixth part that we find very important:
6. Resource Awareness
Do they know which formulas, tools, or strategies are available to them?
Assessing and Grouping Children
We don’t just check whether children got the “right answer.” We try to understand what kind of thinking is happening behind that answer.
We ask:
- What strategy did the child use?
- Were they confident or just guessing?
- Did they understand the logic or only follow steps?
We design both formative (ongoing) and summative (final) assessments based on the six areas above. We also use these insights to form small groups of children with similar needs. This helps us give more focused support.
What Fellows Should Practice
To become a good math facilitator, it’s important that you:
- Pay attention to how children solve problems, not just whether they get it right.
- Encourage children to talk about their thinking.
- Create a space where mistakes are welcome.
- Use everyday examples and local contexts to make math real.
- Practice math regularly yourself and reflect on your own growth.
It also helps to ask children:
- “What do you think is happening here?”
- “Can you explain how you got this answer?”
- “Is there another way to solve this?”
These questions build deeper thinking and confidence.
What Kind of Math Do We Want to Build?
We want children to:
- Think flexibly—not get stuck if the problem looks different
- Use math for real purposes in their lives
- Feel proud when they figure something out
- Support each other and learn together
And we want fellows to:
- See themselves as companions in this journey
- Strengthen their own math thinking first
- Facilitate math with patience, belief, and curiosity
Final Thoughts
Every child has the potential to become strong in math. They don’t need fancy tricks or fast answers. They need someone who believes in them and gives them the time and space to explore.
At Learning Companions, we are not just teaching math.
We are building confidence, clarity, and courage—one problem at a time.