Testimonials

TESTIMONIALS

Dear Michal

About three months after our daughter had started school she was still struggling to put one and one together.  It did not make any sense to her why 1+1=2. All those support materials such as sticks or little marbles as well as extra lessons with the teacher did not do the trick. On the contrary, they rather sparked more frustration and insecurity. At that point we heard about Michal and her wonderful Mathis. The visualisation of the numbers enabled our daughter to understand, TO SEE, the concept of numbers. The Mathis have opened a whole new world for her and allowed her to playfully learn this new ‘language’. She has turned from a frustrated first grader who believed she could not count to a confident student who enjoys her math classes. I remember exactly how I had tears in my eyes when I saw that she was calculating her assignments with joy and without even realising that she was calculating. She was Literat ‘seeing’ the numbers. All it took were three sessions! We are forever grateful!

miraajnwojner@aol.com                            December 2019

Von: “Marco D’Ambrosio” <dambrosio83@gmail.com>

MickMath has prompted a fundamental change in my daughter‘s approach to mathematics and logic. In my opinion, the difference of this program and others is that mathematics is approached from a variety of perspectives. Colours, shapes, stories and games, amongst others, all form part of this approach. This allows the students like my daughter to approach mathematics with many tools; these can be used in general problem solving, not just mathematics. This is in contrast to the traditional methods of teaching mathematics that take one single approach, even if it is not suitable to all children.

Dear Mrs.Gablinger

Prior to starting learning with you 2 years ago, our daughter G. was diagnosed with Dyscalculia. She was in the 4th grade. After one year G. could stop with MickMath, as she could easily follow the arithmetic lessons in the 5th grade. We had her checked once again after 2 years and no weakness with arithmetic’s could be seen anymore. Today G. is in the 6th grade and has just received the results of a test – 4.8!!! The joy and pride G. and we felt having achieved such a good mark, was apparent. This accomplishment is due to the MickMath concept. We sincerely hope that many pupils will be able to benefit from this method.

Kindest regards,

Patricia W.

Dear Mrs.Gablinger

Following the participation of our daughter in your MickMath lessons, we are happy to give you a feedback regarding her development.

As you know, our daughter was on the verge of repeating the 1st grade.After visiting your MickMath lectures, her perception and understanding of numbers has dramatically improved. Our daughter could now really visualise the meaning of for example 2 or 3 or 4 etc. In school this was plainly abstract. She likes to learn now because she lost her anxiety of numbers thanks to the playful exercises.

In the end all went well and our daughter just started the 2nd grade – a real success. MickMath as well as her promotion to the 2nd grade also fostered her self-confidence.

We are happy to have decided on MickMath and must say, not an everyday but most effective way to teach children arithmetic.

Best regards,

Andreas M.

emedial Teacher
Grapho-Legasteny Therapist
Dyscalcuila Therapist

July 7, 2013

Dear Michal

I would like to thank you once more for having given me the opportunity to learn your MickMath-Concept in such a pleasant way. I am convinced, that is exactly the (my) way I was looking for so long.

My first experiences always prove this to me anew. The pictures of these well thought out and beautifully presented materials accompany me. This is really the fulfillment of my vision of child-oriented support. These playful forms so very much represent my pedagogical principles.

With best regards,

Andrea A.

Port Shepstone, 8 December 2018

Thank you

Dear Michal, dear Alex  

We would like to thank you most sincerely for everything you did to make the MickMath experience so memorable to our learners. Our Primary Grade teachers and all pupils have not stopped talking about their exciting and challenging MickMath games. We could not have wished for more professional Math teaching – you both, Michal and Alex are professionals, warm and encouraging. The MickMath learning material is top class as expected, the MickMath program so well designed, exiting and motivational for the teachers and learners. We are so grateful to you all for providing our children and our school with such an awesome experience. Through your MickMath program it is so exiting to watch our children growing in Math to maturity and learning these essential skills in such a wonderful way.

Once again thank you very sincerely. May God bless you and your family

With kind regards

Sister Staff HOD Primary School St.Martin de Porres, Port Shepstone, KZN South Africa

______________________________________________________________________________

Jeannette  B. lic.phil 1 SHP

Männedorf, July 2013

Experience Report – MickMath Concept

1. Initial Situation

Following an intensive, thorough tuition with Michal Gablinger in Kusnacht/Switzerland, I immediately implemented the MickMath-Concept in the 1st and 2nd grades as well as in kinder garden.
What convinced me most is above all the fact, that the material – once introduced – remains the same an can be used for various problem solving. The time usually required to explain new things can be saved and put to use for the benefit of exercising and playing. The child (children) becomes not even aware that they permanently tackle math problems and train their capabilities. Everything is so playful and fun. Time flies by and nobody ever feels board.

2. Material/Versatility

The materials present themselves colourful (following the earlier Cuisinaire colours). The so-called “Mathis” allow the child to immediately grasp the numbers and quantities they represent by way of forms, sizes and colours. They only change their appearance according to the child’s progress. All games, card decks and accessories are dovetailed and offer therefore unlimited possibilities and combinations in order to find the access path to each child. There are no limits as to the fantasy being carried away. For all necessary basic core knowledge required up to the 3rd grade, practical and goal oriented material is available.

3. Learning Success

The MickMath-Concept is based on stimulation of a variety of senses: Perception aural cognition (“Step Dance”), visual, tactile and kinaesthetic (e.g. “Move & Collect”). The child is always being introduced to maths in a playful way. First it uses the “Mathis” creatively, laying down “pictures”. Furthermore their attention is being drawn to the difference in colour, form and size. They thus become acquainted with the value the “Mathis” represent as well as their principles until they subsequently understand for which numbers these substitutes stand for and switch over to numbers capable of using them.

Having become familiarized the child can be led step-by-step playfully to new math operations. Suitable are either the “Mathis” themselves or the attractive games (“Butterfly”, “Mosaic”, “Street”, card games etc.) Because the children can deduce a great deal from the “Mathis”, they quickly experience success on which they can build. Many games are suitable for 2 or more players, which again enhances the fun factor and thrill.

Children, who got frightened only hearing the word maths, come with enthusiasm to MickMath and even sacrifice their break. More often than not they do not apprehend that all of what they are doing has to do with maths but realize that during “normal” lessons they encounter less problems and many a task becomes automatized and much easier.

The self-esteem and trust in their own math capabilities rises and the children can overcome their anxiety and blockades towards maths and even find joy in their new capabilities. Enhanced self-esteem also shows in the overall mental state: The children are generally more receptive and follow the lessons more concentrated because they understand and actively cooperate. The biggest success is, when children start explaining one another and mutually help themselves – this also has a positive influence on the social and emotional structure within the class. (E.g. “weaker children explain others MickMath games they have learned.) The game “1,2,3 together” is especially well suited for this purpose as the children frantically search for suitable math operations and none of them realize that they are calculating, combining and trying more than ever before.

4. Conclusion

With no other learning material I have experienced that it even changed my way of thinking but MickMath managed this in a way that I do not only see the numbers but the equivalent “Mathis” and their value. For children with difficulties in imagining anything behind the number symbols most important and helpful. Above all joined-up thinking is omnipresent.

All children I have trained with MickMath to this very day very much enjoy the playing and subsequently made a lot of progress, which again allows them to rebuild their trust in their own math capabilities.

Forthcoming school year we shall start implementing MickMath in the 2nd kinder garden so as to enable the kids a good start in the 1st school year.