TEACHER REVIEWS FOR PEBBLE MATHS

I am grateful to have received the following recognition from teachers for Pebble Maths.

"I AM SEEING THINGS A LOT CLEARER AND WITH MORE PURPOSE... IT CAN CATER TO ANYONE OF ANY AGE AND OF ANY ABILITY..."

Damen Pitiroi, Knighton Normal School, Hamilton, New Zealand.

"It has been hard to describe the excitement that I felt when I was first introduced to ‘pebble maths’. A concept so seemingly simple such as ‘odd and even’ has been thoroughly unpacked and explored to the fullest in order to gain a truly profound insight into the world of number. Children don’t just learn one, two, three and so on. They KNOW one, two, and three. They will fully understand and grasp the essence of these numbers and in turn will be able to see one, two, and three all around them and everywhere they go in life. The most beautiful part of Vera’s approach is that it can cater to anyone, of any age, and of any ability. I immediately saw the benefits and value of this approach for the children in my class 6-8 year olds. This approach is helping to fill in the gaps in the knowledge of my more capable students, making them faster and sharper and more accurate. It is also completely opening up the world of number to my less capable students, making maths more fun and giving them a confidence not previously seen. As a teacher, I am now seeing things a lot clearer and with more purpose when it comes to teaching maths. Thank you so much Vera for what you have done for me and the many children and teachers that I will be sharing your methods with in the years to come."

"...PEBBLE MATHS FILLS A DIRE NEED IN OUR EDUCATION SYSTEM..."

Teeya Blatt, B.A., M.A., Language, Literacy and Numeracy Support Officer, Byron Community College.

"I took several classes of Pebbles Maths to familiarise myself with the technique and effects of this novel way of learning numbers, and was astounded, not so much by what I learned, but by how Pebbles Maths made me feel! The visual presentation, the movement from left to right sides, the creative aspects of these sessions, as well as the tactile sensations of my lovely pebbles all engaged me in a way that was both childlike and holistic. When I returned to ‘normal’ maths techniques - linear, localised thinking - I suddenly understood numeracy-challenged students’ reluctance to learn numeracy the way that it is traditionally taught in the West – which is to fragment our learning processes and over-emphasise left-brain, analytical activity. I became even more convinced when I saw the reactions of students in a Foundations of Literacy and Numeracy class. Students with severe learning challenges were for the first time in their adult lives comprehending and responding appropriately to lessons! Confidence grew. Social behaviour improved. Overall levels of contentment seemed to increase. Based on my subjective and objective observations, I believe that Pebbles Maths fills a dire need in our education system for a numeracy teaching tool and technique that addresses and satisfies the needs of students with ‘non-traditional’ minds."

"VERA’S LESSONS WERE SOME OF MY FAVOURITE CLASSES DURING THE WEEK!"

Celia Linklater. Mullumbimby.

"My class was lucky enough to have Vera visit us when they were in Class 4 and Class 5. Vera came in to work with the class on various strategies for all sorts of number work. I quickly found that such was her approach, the numerically challenged children began to perk up and then to volunteer answers while the children who found numbers easy were able to move ahead at their own rate. They explored number sequences, decimals, fractions, quick ways to multiply and number patterns in the times tables. Vera was always open and enthusiastic and quick to tell the class when they showed her something she had not noticed before. Vera’s lessons were some of my favourite classes during the week!"

"THE TACTILE AND VISUAL NATURE OF THIS METHOD HAS A NATURAL APPEAL TO THE STUDENTS."

Mary Vibert-Guigue, Dip Teach M.Ed St.

"I am a teacher at an autism education and therapy centre. I have been teaching small groups of students ranging in age from 7 to 13. Some of these children have a natural affinity with maths but many do not. Most of the students are ‘high functioning’ and they all attend mainstream schools for 2 days as well as our centre for three days per week. The students vary enormously in their rate of acquisition of new skills academically and their motivation to do so. In keeping with their diagnosis of autism spectrum disorder all of the students learn better with visual support. Often there are processing problems with spoken or oral language. Vera presented her pebble work, zig zag, mirror work for doubling, multiply chart and place value to the students. The amount presented varied with each student’s speed of processing and understanding. Students who lacked confidence in any numeracy exercises began to develop understanding and the confidence they gained allowed them to open up to moving on with their maths skills. The tactile and visual nature of this method has a natural appeal to the students. The systematic and structured steps allow for the students to move at their own pace, making it accessible and achievable. My observations have been that the process is awakening and enlivening for the students even if they have a previous mind set of ‘too hard’ or ‘can’t do it’. I am continuing this work with my present students."