Our experience has shown us that every single individual, whether boy or girl, man or woman, can master the basic principles of mathematics and solve easily solve equations, according to their age and experience. Each and every one!
This assertion does not stem from the confidence we have in our own abilities, but because of our deep faith in the innate potential of our students.
Whoever can see, hear, move and think, can also solve math problems.
Even a person diagnosed with severe dyscalculia, who has failed at every corrective therapy, can successfully learn math.
There is no need to try to circumvent the problem or to try complex strategies aimed at helping a person read. With the right approach, each boy or girl can master mathematics like any other child.
Parents have to wait until their child reaches a higher grade, nor does it require long years of study to be able to solve problems. It is a goal that can be reached easily and quickly.
We could say it is because we have seen it happen countless times. Hundreds of children, teenagers and adults, struggling with every type and level of learning difficulties, have been successfully treated at the Zarchin Institute for over a decade.
Yet, this is not the real reason for our assurance.
The real reason lies in our belief that every child can master mathematics is because
Our belief that every child can learn master mathematics is because the ability to solve problems is a function of thinking, and thinking can be fortified and developed when it is integrated with our other senses.
The child’s hearing, vision, movement, and sense of touch, along with his ability to think, serve as the basic tools we work with to promote his thinking and understanding of mathematics.
The tools are the child’s. The ability is the child’s. The knowledge and talents are the child’s. Everything is already inside him, so that the only thing required is for the child to bring out and express what he already has within.
We do not teach a child to how to think; we merely reveal to him that he already has this ability. In the end, the child teaches himself how to think.
At the Zarchin Institute, the process of learning to read is always accompanied by promoting the child’s self-confidence as part of the overall development of his thinking, so that the treatment affects the child’s learning far beyond the specific goal of solving equations. The child gains confidence in his own abilities, which advances him from scholastically, socially, and emotionally.
Our job is to be compassionate and humane figures who project complete certainty in his ability to overcome his difficulty. The child understands that we care about him and that his feelings and interests are important to us. When this feeling is combined with the practical exercises that involve all the senses, a connection is forged between the knowledge that he already has and the l rules of mathematics that he is striving to master.
In the Zarchin Method, the pages, books and exercises do not comprise the totality of the learning experience. Great importance is attached to the human encounter – to the connection made between the teacher – who regards his student as a knowledgeable and capable from their very first meeting – and the heart of the student, which may be full of fears, doubts and disappointments.
The chemistry that is created between the child and the therapist dispels these fears, dissolves disappointments, and infuses the child with faith in himself, until he begins to grow from within, thus improving his math skills, concentration, and behavior, as well.
Please do not wait! If you are searching for a solution to mathematics challenges and disabilities, you have come to the right place. Call us now for an appointment and embark on a new path of success. We are waiting for you.