Why It Works
Why FUN WAY LEARNING teaches addition and times tables better and faster. The old method of “drilling” math tables using flash cards is familiar to most of us. A few students find it successful, but most consider it boring and frustrating. For students with dyslexia or other learning disabilities, it is often impossible to learn in this way. The Fun Way approach to learning math tables eliminates the need for rote memorization. Instead: - It presents every math equation as a story to be told, allowing students to attach meaning to the numbers.
- It attaches a variety of clues and information to the number facts, making retention and retrieval of the information much easier for students.
- It presents math in a fun and interactive storytelling medium that uses lively imagery and narrative to entertain and inform students.
Through the Fun Way method, students approach the subject of math with renewed interest and attention, making learning a joyful experience for students and teachers alike. Proven Success
The effectiveness of the Fun Way method was demonstrated through a study involving 756 students and 36 teachers among 18 parochial and public schools in Utah. Each school was assigned a third grade class in which students learned the multiplication facts with the aid of the pictures and stories presented in Times Tables the Fun Way. At the same time, a control class learned the facts conventionally with repetition and timed tests.
The pre-test scores of both groups were not significantly different. However, the post-test scores in the Fun Way group were up to 24% higher. Also noteworthy was the degree of improvement from pre-test to post-test scores. Results showed up to 59% more improvement with the Fun Way program.
This widely scoped Utah study involved resource and advanced learning programs as well. "The positive effect was consistent across schools. In other words, the Times Tables the Fun Way group showed superior performance over conventional methods, regardless of which school a student attended."1 1 Brian Campbell, M.S., Research Analyst, Dept. of Educational Psychology, University of Utah
"This system works! My son was so focused on the "process" of addition/subtraction that he just was not committing the facts to memory. At the end of second grade I was pulling my hair out after trying a variety of approaches. Two weeks with your program and he knows his facts. Plus he thinks math is fun - for the first time. Thanks! I'm telling the other teachers at school!" Donna Fisher, San Antonio, TX - PARENT
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