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Susan Lee: Gigi – I-Math Level 2

I am a mathematics teacher who attended a seminar at IEM in the Spring of 2011. I was intrigued by the idea of right-brain training for children, especially since I had taught many of the concepts in the I-Math curriculum to high school students in both California and Hawaii.

I remember the difficulty that my older students had with visualizing problems that were both two- and three-dimensional in nature. Unlike my own daughter, Gigi, who uses various manipulatives in her I-Math class to solve problems, my students were inexperienced with using diagrams or other aids to help them visualize the solution process. Their handicap was a lack of exposure to various problem-solving techniques that could have and should have been introduced to them in their early childhood years.

Gigi began the I-Math program in June 2011 when she was four years old. Gigi could read at a second-grade level, as well as solve addition and subtraction problems, but she had very little exposure to different problem-solving strategies. I felt that the I-Math program would be beneficial to her, because it addresses an area, right-brain training, which is seldom addressed out rightly in the traditional educational framework.

Gigi loves going to her I-Math class each week. All her work is completed during the class time, so there is no homework to do later. She is excited to see her teachers and friends every Friday and to participate in the classroom learning activities. It is a fun, loving, and educationally rich learning environment.

Gigi's I-Math teacher hands out learning updates and reports, but my first experience seeing Gigi's I-Math training come to fruition was during a parent-teacher conference after her first semester of Kindergarten. At that time, Gigi had been in the I-Math program for about six months. Gigi's Kindergarten teacher, Mrs. D, showed me a paper with a word problem at the top. The problem told a story about several different animals, and the final question asked how many animal legs there were.

At the bottom of the paper, Gigi wrote her answer (which was correct). Then, Mrs. D pointed out to me a tiny number "2" that she had written in the top right-hand corner of the paper. She explained that Gigi had solved the problem in two minutes! The teacher went on to elaborate that Gigi had read the problem, made some tally marks, answered the question, and then handed the paper back to the teacher in the amount of time that it took some children just to get back to their desks and sit down. Mrs. D said that the average solution time was fifteen to twenty minutes!

During that same parent-teacher conference, Mrs. D also showed me a picture of a radial design that Gigi had made with tangrams. Mrs. D explained that she had asked the students to create a circular pattern with tangrams similar to a snowflake. I looked at the picture, and I thought that Gigi's pattern looked nice. Gigi's teacher told me that she was amazed by the design. Mrs. D went on to explain that she had never seen a pattern like Gigi's in her thirty years of teaching experience.

Mrs. D explained that most children will change the shape of the tangram as the design radiates outward. She pointed out that Gigi had changed the shapes of the tangrams she used within each radiating layer so that the petals of her snowflake alternated in design. I can only attribute this visualization and creativity to the I-Math program. I believe that Gigi's right-brain training is working, because it is allowing her to be more imaginative.

The added benefit of the I-Math program is the love of learning it is instilling in my daughter. Gigi regards her teacher, Ms. Shelly, as part of her extended family, because Ms. Shelly treats Gigi as she would a beloved niece. Ms. Shelly showers Gigi with smiles and hugs, creating a safe and loving learning environment where Gigi is willing to take risks and try new things in the pursuit of reaching her full academic and creative potential.

Luana Yoshikawa: Dylan – Smart Steps 1 / Ryden – I-Math Level 2

What child can sit for two whole hours learning math? Both of mine can! I'm sure it is because of the way they spend the entire time deeply engaged in math taught in a way that catches and retains their attention.

The teachers and staff are all so positive and teach in a way that tells you how passionate they are about the subject. They treat each child with the utmost respect and can see the strengths in every child. It is one of the many reasons why we love it here.

The idea of appealing to their right brain, which means they will be able to retain all that they are learning and use it in the future is another concept that just makes sense! Whereas us adults who were taught math using our left brains, which is the main reason I can't remember anything I learned in school about geometry or calculus.

If you can devote two whole hours, one time a week to help your child learn math in an innovative and fun way so they won't have to struggle with the subject (the way I did), why wouldn't you send your child to India Education Methods?

Michelle Suenishi: Stephany – I-Math Level 2

Stephany enjoys I-Math as the classes build her self-confidence, are engaging and validating her creative thinking. The teachers and students appear to have fun learning. This is what makes I-Math unique, special and different from other programs: encouraging and validating with enthusiasm!

Day Ching: Brianne – I-Math Level 2

We are so fortunate to have discovered I-Math. Brianne looks forward to her Saturday classes with Uncle Mikey and everyone there is so caring and upbeat. I-Math is such a creative and fun way of learning math. As a parent, I see how beneficial this method of teaching is and I hope one day it can be implemented in the regular school system.

Thank you to Johnny, Mike, Mrs. Stephanie, Uncle Mikey and everyone at IEM! Your dedication and expertise are very much appreciated.

Dave and Patty Elligott

After every iMath class we ask Torsen if he had fun, and the answer is always the same: "Yes!" We then ask him if he'd like to go again next week, and again, the answer is always the same: "Yes"
We are very happy that Torsen is being exposed to mathematical ideas in a non-conventional way at such an early age, and in such a way that is so enjoyable and exciting to him. Torsen has only been enrolled in iMath for about 5 months, but so far the program has lived up to all of our expectations. The staff and teachers are always friendly and accessible, the facility is clean and welcoming, and the curriculum is challenging, unique, and fun. We are grateful to be able to provide such a unique learning opportunity to our son right here in our own community.