Educational Consulting & Curriculum Design for Local and National School Systems
One of the most important factors that affect a country’s GDP is math performance. In fact, the Wall Street Journal stated that math performance has a stronger influence on GDP than do number of years of education.
AVE’s consulting and curriculum design services allow municipalities and nations to develop and integrate superior math educational systems that dramatically surpass standard and honors math educational programs.
A Model Built on Hope and Excellence
Students who give up on math do so not because they do not want to excel at math. They do so because they feel that they cannot excel at math.
What does it take to excel at math? Are the best students the ones who have memorized the most formulas? Are they the students who study the hardest?
What virtually all math teachers know is that the best math students are the ones with the strongest mastery of fundamental math skills. AVE’s math curricula are the only ones that systematically target and build these fundamental math skills in all students. In other words, our curricula make sure that every single student masters every single core concept thoroughly. Not only do our curricula ensure that no child gets left behind, they also ensure that every child gets ahead – ahead of his competitors in other countries, ahead of the expectations held by others, and ahead of the expectations that the child himself holds.
Individualized Responsiveness on a National Scale
Economic practicality often demands a high student/teacher ratio. In such settings, it can be virtually impossible for a teacher to respond to the needs of every student. Students who do not rapidly comprehend the material are often written off as hopeless, and slip through the cracks.
AVE’s Responsive Diagnostic system allows for individualized education, even with high student/teacher ratios.
As every math educator knows, the best math students are not the ones who know the most formulas; they are the students who have most thoroughly mastered the key concepts. AVE’s Responsive Diagnostics allow teachers to rapidly and easily address the individual needs of each student.
While the Responsive Diagnostic method is integrated into many aspects of AVE’s curricula, the principle can be illustrated by looking at a hypothetical student who does not know how to add fractions. Suppose that student takes an algebra test. In one problem, he adds two fractions incorrectly. This is not a careless mistake; the student never understood how to add fractions, and now he feels that it is too late. The teacher suspects that something may be wrong, but he cannot stop the entire eighth grade class to teach one student this elementary concept. Like many of the student’s former teachers, he turns a blind eye to this weakness, and hopes the student eventually figures it out on his own. The teacher circles the mistake, deducts a point, and considers the matter sufficiently addressed.
Because fraction addition forms the basis for adding rational expressions and for decomposing complex fractions using the method of partial fractions, the student is unable to master these advanced methods. Now rather than losing one point for adding fractions wrong, he is loosing dozens of points because he cannot understand the methods. He becomes frustrated and convinced that he cannot do math, and seeks to end his math education as early as possible.
Now let’s examine the experiences of that same student when Responsive Diagnostics are used. As in the previous example, the student adds two fractions incorrectly on an algebra test. However, this time, the teacher has been trained to look for these types of common weaknesses in fundamental skills. He immediately gives the student a premade worksheet containing 10 fraction addition problems. The student is unable to do any problems. The teacher shows the student how to do one problem, and gives him 10 more fraction addition problems. The student slowly works through the 20 problems.
But let’s pretend this is a worst case scenario. Suppose this was a deeper cognitive issue. For whatever reason, the student’s mind resists integrating this new skill. The next day there is another quiz, and the student has forgotten how to add fractions. The teacher does not berate the student; he simply hands the student a worksheet containing 40 fraction addition problems. The student’s unconscious mind now recognizes the necessity of integrating this information, and begins to do so. By the time the student finishes the new worksheet, he is able to add fractions as well as anyone in the class.
A year passes, and the student forgets again. However, the student’s difficulty with adding fractions has been noted in the schools new database or paper file system. The student’s new teacher sees the error, realizes that the student has had difficulty with this concept, and immediately gives the student 80 fraction addition problems. In this way, the Responsive Diagnostic method makes absolutely certain that every student masters every fundamental concept no matter what. It applies enough cognitive pressure to make sure that the information gets thoroughly integrated into the student’s mind. When this student learns to add rational algebraic expressions or to use the method of partial fractions, he intuitively understands the process, because he has thoroughly mastered the relevant core principles.
But Responsive Diagnostics do not only benefit struggling students. They also improve the performance of outstanding students. Suppose an excellent math student has a tendency to make careless errors when he adds fractions. In a high pressure standardized test, particularly, he tends to make these kinds of mistakes. With Responsive Diagnostics, every time he made such an error, he would have practiced the relevant skill. This small, subtle weakness would be targeted and addressed, not glossed over. When that student now takes a standardized test, he does not make that careless error.
Zero Reliance on Parental or Cultural Pressure
AVE’s math curricula do not rely on parental or cultural pressure to ensure that students excel at math. Whether a child’s parents are pushy, strict, or indifferent, AVE’s curricula will ensure that he excels at math. With AVE’s curricula, a lack of parental math education does not translate into a lack of math ability for the student.
AVE’s curricula use Cognitive Incentives, not behavioral incentives. For example, AVE’s curricula do not use threats based on punishment. A student who forgets how to add fractions, for example, is not berated for not doing enough homework. Instead, he is given increasing amounts of practice (which he does on the school premises, not as part of homework). At a deep level, his unconscious mind recognized the information as necessary, and integrates it.
Behavioral incentives give the student’s mind a choice. It can choose not to learn the information, but if it chooses that path, the student will face punishment. For example, a student may have a choice between learning how to add fractions or receiving verbal punishment. Some students choose the first option, some students choose the latter option. This choice may be an unconscious choice, instead of one that the student makes consciously.
AVE’s Cognitive Incentives, on the other hand, do not give the student a choice. With Responsive Diagnostics, the student has no choice other than to learn to add fractions. There is no option of choosing to receive punishment instead. Thus, no matter how strange the student intuitively finds the concept, no matter how much difficulty his mind has integrating the concept, he will learn it. Calmly and irresistibly, AVE’s Cognitive Incentives will make absolutely sure of that.
That means that the student’s mathematical success is not dependent on his home life. Whether the parents are pushy or indifferent, educated or uneducated, able to help with homework or not, the child will master every fundamental math skill. In other words, no matter what kind of parenting he has, he will learn to excel at math.
AVE also develops curricula appropriate for students with extensive behavioral problems. While these programs are based on some of the same principles as AVE’s standard curricula, they differ in important ways. For more information on these programs, please contact AVE directly.
Complete Scalability
AVE’s methods are completely scalable. Our curricula can be used in one small school or across an entire nation.
This is possible because AVE’s curricula can be applied by teachers with a wide range of skill levels. While a teacher with a PhD in mathematics will be able to apply the methods better than a teacher with a high school equivalency, the teacher with the high school equivalency will be able to apply the methods and techniques effectively.
As the saying is, give a man a fish, and he will eat for a day; teach him how to fish, and he will eat for a lifetime. AVE’s training programs for teachers show teachers how to modify and develop the curricula to various situations, allowing for decades of success.
For More Information
AVE offers programs ranging from targeted consulting to teacher training to complete curricular redesigns. For more information, please contact AVE at mail@arvinvohra.com, or call 1 301 320 3634.
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