FAQs on mental arithmetic

1. I have read in the newspaper that you teach mental arithmetic to children. What is it?
Mental arithmetic in the Mailim center is a unique methodology that develops mental capabilities of children from 5 to 16 years old based on the system of metal arithmetic. Having taught to this method, the child will be able to do any arithmetic tasks such as addition, subtraction, multiplying, dividing, and square rooting of a number for a few second in his/her head faster than by using the calculator. The child starts making mathematical tasks by perceiving numbers as images. Every specific number will be associated with the corresponding image in the bones of the abacus.
2. At what age do we take children to the center?
Mental arithmetic can be started at the age of 4,5 years old. It is more effective to start the training at the age of 5–6 years old. As per the data provided by scientists, the most intensive development of the brain occurs up to 16 years old. Within this period, children have the so-called plasticity of the brains (the ability for self-correction), which enables the growth of the brain cells and generation of neural connection between them. It is possible to learn from 16 years old, but the development goes more slowly.
3. We need to improve Math. Can you help us?
We teach mental arithmetic to children. It means to do exercises for addition, subtraction, multiplying, dividing and percentage calculation. Math is something bigger than arithmetic. In Math apart counting children learn tasks, equations and many others. It is natural that the child who takes lessons in our center will do exercises with such speed that even a teacher at school will not be able to do. However, if the child does not know how to write down the task (task format) or how step-by-step to write an equation. In this case, arithmetic will not help. You will have to sit with your child and help him/her to understand it.
4. How many times should we attend classes?
Once a week. The child will only learn a new topic in our center, and memorize it with the help of homework in his/her workbook and online cabinet at the computer every day for 15 minutes. Only if the child trains every day for 10-15 mins, he/she will obtain the skills of mental arithmetic.
5. How much time does the class last?
The duration of the class is 2 hours (1 hour depending on the age of the child )
6. Sitting for two hours is difficult. Children get tired, don’t they?
In order to make lessons enjoyable children do not do only arithmetic. They participate in developing games. They do exercises that help to develop memory, attention, and imagination, and even make some fitness for eyes and posture.
7. What period has this program been developed for?
The program has been developed with taking into consideration the age-related capabilities of children. But the complete course children master for 2,5-3 years.
8. Do we need to buy anything else?
Yes, you do. The abacus both to train at home and in the center and set of workbooks, which covers the complete level of 3-4 months.
9. Why does a little child (7-9 years old) need mental arithmetic, they count well?
This methodology is unique, because it develops harmonically both hemispheres of the brain. Ordinary programs focus on the left hemisphere, which around 95% surpasses the right one. By developing both hemispheres, the child becomes self-confident, focused, attentive to details, easily learns foreign languages and successfully realizes themselves at school and further work.
10. How many people learn in a group?
Groups consist of 4-8 children. We also practice individual trainings.
11. Is this methodology applicable for adults?
Yes, it is. You can study it with your children at home. In Asia and the USA, this methodology is used to prevent Alzheimer’s disease, senile dementia. Mental arithmetic is a fitness for your brains.
12. Can parents attend first classes of mental arithmetic together with their children?
Certainly, if their children are in the baby group, parents can attend the lessons so that they could help their children in the beginning. For this purpose, we invite parents to attend the presentation (the first lesson) together with their children.
13. If the child is behind in the program or has not understood the topic, how can we explain to him/her, because we do not know mental arithmetic?
If your child is behind of his/her group, we will invite him to an individual class free of charge so that he/she could understand the topic, which is complicated to him.
14. If the child is sick, what shall we do?
You will have to attend an extra individual class and make additional payment for it. You cannot just miss a lesson, because we give a new topic every lesson. And if the child does not attend one lesson, he/she cannot move on further.
15. What does our methodology differ from other schools of mental arithmetic?
Our main difference from other schools is that our children learn to count mentally from the first lesson. Counting in the abacus and mental counting go parallel with each other. (Children of other centers begin to count mentally only from the 5th – 8th lesson, it is the middle of the first level. As a result, have finished the first level children can count mentally only simple numbers 3,5,8 and two-digit similar numbers 22,44,11. Besides, they do exercises with two-digit different numbers 13,85,24 in the abacus. In other centers, the mental counting will be behind for a long time.)

Many schools of mental arithmetic tech their children only addition for two months and after that separately subtraction. 3-4 month later children learn to do simultaneously the exercises with addition and subtraction. Our children learn both addition and subtractaction from the first lesson.

Each lesson is unique, because every lesson children learn a new topic.

Compared to other similar schools we do not allow children of different levels of training being in one group.

We have a unique Online cabinet, where the instructor can check the execution of homework and the pupil can regulate the delivery speed of exercises.

For children of 8-16 years old, a teen group, in the first level, the main exercises of speed reading are introduced in the program of mental arithmetic. It helps children additionally to develop their diligence, attention concentration, photographic memory and expand their peripheric vision.

16. When the child stops to attend mental arithmetic, is it possible that he will forget it very fast?
No, it isn't. That is one of the main reasons why we start training our brain at the young age. Children who develop their mental capabilities now will keep them forever. They will always use those mental capabilities, which have been obtained during the training as per the MAilim’s program. Certainly, they will count a little bit slower, but anyway it will be ten times faster than the person who does not know metal arithmetic. It is the same when you have learned to ride a bike once and forever or play a music instrument.
17. Do children get certificates?
Yes, they do. After each level of mental arithmetic is completed, we take exams from children and give them certificates. We also make city, national and international academic competitions. When they are finished, children get certificates as well.
18. Have your instructors passed the training?
Leading specialists of the head office have given a course in MAilim’s mental arithmetic program to our teachers. Our teachers have obtained the certificates that give the right to teach children in MAilim offices.
19. Whose methodology is it?
ur program is based on two methods: Turkish and Malaysian. And we have taken the best from both of them and got rid of what is not necessary. Example: in the Turkish method children learn first addition and after that subtraction, our children study pluses and minuses simalteneously. In the Malaysian system, children start learning the mental counting after the month of the training passes. Before this day, they learn to count in the abacus. We think that our purpose is primarily to teach children counting mentally or in their minds. That is why our children begin to count mentally from the first lesson.
20. We want to take our child. When should we come?
We work 7 days a week without days off and lunch breaks and select the time that is convenient to you.
21. Do you have the license?
We have the registration of proprietary rights for this methodology and it has been registered in the Ministry of Justice and Education of the Republic of Kazakhstan.
22. When will we see the first results?
Parents you will see the first results approximately in three months on condition that the child daily does training exercises at home that the instructor gives. By the 7th lesson the child’s writing speed will be encreased by 2-3 times.

Example: a 6 year-old child writes approx. 12-16 signs per min at the first lesson, by the 7th-8th class his/her writing speed will be increased by 2-3 times.

The 1st year of training: addition and subtraction of three-digit numbers up to 10 actions. In mind faster than the calculator.
Example: The child can do for 4 seconds 763 + 1571 + 146 =?

The 2nd year of training: multiplying and dividing of three-digit numbers in mind faster than by using the calculator.
Example: The child can do for 3 seconds 197*403=?

The 3rd year of training: percentage and square rooting of a number.

The first level takes 3-4 months. After completing it, children will do the exercises with two-digit different numbers.
Example: The child can do for 4 seconds 12 + 35 + 52 - 84 =?

About the first month of the training we explain only to those parents whose children are 7-8 years old.
The first month: children will do simple exercises.
Example: The child can do for 3 seconds 2+2+5-7 =?

In 3 months, the child will count mentally the exercises with two-digit different numbers!

If 3 month later, your child does not count mentally two-digit different numbers, we will return your money to you.
23. How can mental arithmetic develop logic and imagination?
Attention concentration: children focus on a specific task by separating themselves from everything that distracts their attention. Thus, the simultaneous engagement in several types of mental processes is developed and trained. Observation and hearing: due to the work with memory-cards (one of the tools of mental training), when doing an arithmetic exercise the child needs to look at the card with the task so that the process of processing numbers would begin. When the time passes, it considerably improves his/her observation. The same process happens to the child’s hearing. The numbers that the teacher says are not repeated again. That is why the child hears them only when he/she is doing the arithmetic exercise.

Imagination and visualization: at the early stages of the training children begin to imagine the abacus in their heads and very soon, they start using its image when doing exercises. The continuous application of the imagination and visualization techniques will essentially improve the quality of the child’s mental processes.

Memory: during classes, the child memorizes various combinations of numbers in the abacus as the images. After any arithmetic action is done, or before the result is calculated, he begins to quickly memorize each image, which is created in the imaginary abacus. The continuous use of this training improves the photographic memory ability.

Counting speed and precision: MAilim intensively uses the speed training. Gradually, the shorter time is given to the child to do the exercises of one level. This technique teaches children to distribute the time given correctly and not to miss the precision of the calculations.

Development of remarkable skills to count in mind: it is an absolutely natural and predictable result of the training with the help of the MAilim program. Children easily and with interest perceive counting exercises. As a rule, they develop the skill of doing arithmetic exercises in mind faster that it is done with the calculator.

Encouragement of creative thinking: Thanks to MAilim the child develops the skills of imagination and visualization as well as memory, attention concentration and other parameters of the mental activity. The creative approach to exercises and inspiration help him/her to cope with any exercise.

Self-confident development: the child demonstrates the results of his/her work with the program to various people, takes part in national and international academic competitions, and develops their mental capabilities. Thanks to the support provided by parents, teachers, age-mates and other people who surround him/her the child begins feeling the extraordinary flush of inspiration and confidence in his/her forces that will bring the invaluable benefit in the future.
24. If my child does not know numbers, what shall we do?
We will determine him to the Baby group, where we will teach the child numbers first and after that the mental arithmetic.
25. Can the child take the intensive course during holidays, for example, attend the lessons every day?
Memorizing skills are developed gradually. Every child obtains the certain technique. If there are more lessons than once a week, the child has the less time that is necessary to perform exercises and train skills. In summer, the child can have classes twice a week.
26. Our child is good at Math and in his/her grade, he/she is one of the best pupils in Math. Does he/she need to learn mental arithmetic?
You should always remember that mental arithmetic is not a mathematical program. The program does not pursue the aim to teach children counting. It is just a bonus or gift the child will get, when he/she completes the program. The main thing is common mental development of the child. Mental capabilities and skills obtained in MAilim can be applied in their daily lives.
27. Should our child finish the complete program, or can he/she stop in any level?
Of course, you can stop at any time. If you want your child to master the program and learn all needed skills, your child should take three years of training. Within these three years, your child should attend classes and train itself. When he/she completes the program, he/she will not require learning the program again.

FAQs about speed reading

1. My child has poor reading skills. Can we take him/her to your courses? His/her teacher says that after taking the speed reading courses, it will be even worse, the child will swallow endings of words and will not understand anything…
If under the words «poor reading skills» you mean the slow reading, the child does not understand what he/she reads. He/she confuses letters, syllables, thinks of endings. Indeed, you can and you should take your child to our courses. The matter is when the teacher says that your child must not attend the speed reading courses; maybe, he/she means the speed reading course for adults? In this case, Yes. The speed reading course for adults is given to teenagers starting with 14 years old. However, with these problems you need and can work. The child with these difficulties should work on the reading skills. Here we teach your child to read correctly, not to confuse letters, read endings. We go from reading by syllables to the smooth reading. We also teach your child to understand, remember and retell. The point is that nobody needs to read fast and wrong. That is why the primary task is to teach to read correctly, smoothly and understand what is read, and after that to work with the reading speed.
2. And what result will my child have? (The child who has poor reading skills)
When the course is over, there will be results anyway. We can only say that all children always have results. It depends on what we start with in the beginning. If a child confuses letters, syllables, think of endings, reads abruptly, cannot go from reading by syllables to the smooth reading; it is one type of work. Here we work on the child’s reading skills. There are the children who read correctly but slowly. Here we work on the reading speed. There are the children who are OK with the reading speed, but they do not understand what they read. Here we work on their perception. There are the children who have all the problems mentioned above. Here we should apply the comprehensive approach. In general, the course is just designed for the comprehensive solution of these tasks. With some children, we manage to do all tasks. With the most difficult children, we manage to do one or two primary tasks. But you definitely see the results in one of these directions.
3. At what age is your training available?
Starting with 6 years old. The condition is that the child should be able to read by syllables.
4. At what age can the speed reading be taught?
It depends on what the speed reading you mean. We work with the children from 6 years old, it is the improvement of reading skills. Further, when the child learns to read with the speed of 80 words per minute, starting with the 4th-5th grade, the next level of the silent reading training should be given, that is the speed reading. In senior grades when the volumes are huge, it is much to read and learn. The usual reading speed of 12-170 words per minute (which is normal for us), it is a very low reading speed. That is why at this age the speed reading technique should be taught to children, and in the growing age, they easily master it.
5. My child reads well. We want to help him/her. At the senior school, there are many home assignments, we have heard about the vertical reading …
Yes, at the senior school, when the volumes of information are huge, it is much to read and learn. The usual reading speed of 12- 170 words per minute (which is normal for us), it is a very low reading speed. That is why at this age the speed reading technique should be taught to children, and at the growing age, they easily master it.
6. My child is 16 years old. Is it late?
No, it is not. If you hear, there are some speed reading courses for adults. You are at the right time, at the growing age children easily take this technique. They have very good results. They can increase their reading speed in 5 and 10 times.
7. My child does not understand when he/she reads. Can the speed reading courses help us?
Yes, it can. One of the tasks, which is included in our speed reading courses, is the work on the perception. Do you agree with us that the goal in itself is not a fast reading; the main thing is to understand. Unfortunately, at many schools teachers miss it. In the race for norms, we get that children read fast enough, but in the same time, he/she cannot tell anything, does not understand and does not remember. For us the child who cannot retell, reads 0 words per minute, because we does not read for speed, we read for understanding. Therefore, the primary task for these children is the work on the perception. Thus, depending on the problems that every student comes with, the teacher pays attention to that task that the child definitely needs. That is why before starting the course we invite for test in order to determine what group you child should join.
8. How many times should we attend the classes?
The course consists of 15 classes by 2 hours, 5 days a week.
10. It is very difficult to sit for 1,5 hours. Are children tired? (How are classes given?)
No, they aren’t. Children do not read for 1,5 hours. The point is that the course consists of dynamically changing exercises. For example, for 10 minutes they are reading tablets, then for 5 minutes there is a game for attention, for 5 minutes they are reading books, for 5 minutes there is a game for memory, etc. They have no time for distraction or being bored. Classes are given in the playing mode and children do not manage to notice how 1,5 hours go by.
11. How many students are in the group?
Groups are not big, 4-6 students in order to be able to pay attention to each child.
12. If the child is sick, what shall we do?
You will be able to work out the missing class with the following group (if there is some) or continue individually.
13. What technique do you work with?
We work as per the techniques of Zaitsev, Burakov, Edigei, the Smotritskiye, Postalovskiy. Depending on what task your child should work with, we select the technique he/she needs.
14. My child is hyperactive. Perhaps, he/she should study individually.
We can offer the group with a small number of students. Anyhow it is funny and interesting for the child to study in the group, because there is a number of tasks that requires group competitions. And sometimes seeing that somebody of the students is retelling a book with a great desire, the child who does not like to read gets interested as well.
15. My child does not like to read. Can you promote love to reading?
Children often does not like to read, because they experience a physical difficulty to read. Just remember yourself, when you do some difficult work, you do not like to do it as well, don’t you? But you are motivated enough and understand that you need to do it. A small child does not understand why he has to do something that is difficult for him/her and does not bring any pleasure. Therefore, when the child studies in our courses, it becomes easier for him to read, he/she starts understanding and sees that it is interesting. After that the love to reading appears. That is why the primary task is to teach to read correctly and by this way make such a difficult process easy for children.


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