Abacus and speed mathematics

Turning the brain to an advanced calculator


Abacus empowers students and teachers with the ability to race through mathematical problems within the shortest possible time. It has been severally referred to as the enabler of faster thinking process, elimination of the phobia for mathematics among students, and helping students and teachers to optimise the right brain, thereby dramatically increasing the intelligent quotient of students.

Abacus helps students to compute at a very rapid pace mathematical challenges without the aid of an electronic calculator. It helps students to calculate by remembering what has been counted. When students are exposed to Abacus at an early age, they are equipped with the skills to overcome phobia for mathematics. Thus empowered, students’ confidence is boosted at an early age and this is thereafter reflected in the surefooted manner they confront mathematical problems.  Having overcome the phobia for mathematics and empowered with a faster thought process, ability of students to do well in tests is thereby boosted.

In addition, the major effect of Abacus learning is improvement of numerical memory. Second is improvement of
memory in spatial arrangement. Third is progress in solving general mathematical problems taught in primary schools, including the four fundamental arithmetic calculations and word problems. With a solid foundation in mathematics, students’ creativity, vigilance, intuition, hands-on-learning ability and ability to see the big picture, as well as spatial relationships, are enhanced. While Abacus is about building a solid foundation in mathematics and enhancing the thought process, Speed Mathematics, on the other hand, empowers students to deal with far more
complex mathematical challenges, still without the aid of an electronic calculator.

The most striking feature of the Speed Mathematics system is its coherence. Instead of a hotchpotch of unrelated techniques, the system is intrinsically interrelated and unified: the general multiplication method, for example, is easily reversed to allow oneline divisions and the simple squaring method can be reversed to give one-line square roots.
Students easily understand these methods, thus making mathematics easy and enjoyable; importantly, innovation is greatly encouraged.