UniqueMath.com
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Professor B Mathematics
Activating the Contextual Learner

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The Professor B Math Program Has Delivered
World Class Mathematics

• Kindergarten and first grade learners have achieved mental mastery of all addition/subtraction facts.
• First graders have mastered the reading of whole number numerals up to hundreds of trillions and instantly named the value and place value of each digit.
• Second graders have mastered multiplication facts, multiplication (two or more digits by one digit) and long division.
• Fourth/fifth graders have mastered "seventh grade math."
• Whole classes of fifth/sixth graders in the most disadvantaged communities have "passed with flying colors" statewide exams in Algebra I traditionally reserved for the brightest ninth graders (outperforming, by a wide margin, the brightest ninth graders selected to take the same exam in the same community).

• Children's gift for learning their native language is universal because virtually all children speak a language.
• The gift for accelerated learning of stories is universal because virtually all children "assimilate" stories rapidly without the intention to learn them.
• The gift for learning a language works by making connections among, and thereby deciphering meanings from "bits" of verbally expressed information.
• Children effortlessly learn stories because their minds are "wired" in such a way that they cannot resist assimilation of content they perceive as connected and flowing (they enjoy anticipating where the story is going).
• The universal gift for learning is our capacity to perceive connections, thereby synthesizing meanings and achieving retention.
• The effortless activation/engagement of this awesome universal gift by a story is a result of the "packaging" of its content: the connection and flow of it.
• The vast majority of parents and teachers agree that they experienced the content of mathematics (first through eighth grade and beyond) as disconnected and fragmented; not as connected and flowing.
• Although untruths and meaningless statements, by witnesses to a crime, deactivate the detective's gift for making the connections among fragments of information (clues) that solve it; truths on the other hand, activate/engage the gift and enormously facilitate its solution.
• A serious examination of teachers' traditional math verbalizations will clearly show that the vast majority of their daily classroom statements are either untrue or meaningless.
• If the above is true (and we have been very successful in communicating its truth to teachers), then rather than activating /engaging students' awesome and universal gift for learning, traditional math education deactivates it!
• Mastery of world class mathematics by virtually all children is inevitable when their mental gifts are activated by teachers' truthful/meaningful math verbalizations and the math content is packaged as connected and flowing.