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Professor B Mathematics
Activating the Contextual Learner

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Which of the Problem Solving Programs Has These Vital, Common Sense Components for Success?

1. Mastery of prerequisite arithmetical concepts for problem solving.
   
   
2. Mastery of prerequisite arithmetical skills for problem solving.
   
   
3. No gaps of time between learning of arithmetical facts/operations and associated problem solving. For example, we use word problems requiring long division to teach the long division algorithm to beginners!
   
   
4. Children who consistently (day after day, week after week, year after year) apply meaningful mental processes (rather than rote memorization of "steps") as a way of thinking through arithmetical facts and operations, are being appropriately conditioned for the types of mental processes required for problem solving. Consistently connecting (mental processes require connections) one's way toward synthesizing a solution to an arithmetical algorithm is ideal preparation for connecting and synthesizing solutions to verbal problems!
   
   
5. Early mental (no use of fingers) mastery of arithmetical facts (first graders master lower and higher addition/subtraction facts-second graders master all multiplication facts) provides an enormous acceleration in the mastery of arithmetic. This provides a huge amount of TIME for problem solving!
   
   
6. Eliminating the artificial gaps in arithmetic, by presenting the subject matter as connected and flowing (like a story), provides an enormous acceleration in its assimilation by children (who experience accelerated learning of stories). This provides a huge amount of TIME for problem solving!
   
   
7. Elimination of remediation. This provides a huge amount of TIME for problem solving!

PROFESSOR B MATH PROGRAM DOES!

We Don't See a Reading Problem – We See a Time Problem!

Problem: Johnny's reading comprehension is so poor, how can he possibly solve word problems in math?

Is this problem as difficult as it appears to be? Reading word problems does not present the same comprehension problems as reading a book. Sentence structures from page to page in a book have far more variety than sentence structures among sets of problems! Once children comprehend the structures of some basic problems, they have the capacity to solve many other similar problems.

• To Be Good Problem Solvers, Children must Solve Lots of Problems.
• Exposure to Lots of Problems Eliminates the Reading Problem.
• To Solve Lots of Problems, Children Need Time.

PROFESSOR B MATH PROGRAM PROVIDES THE TIME!