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."
PEBBLE MATHS TESTIMONIALS
"..PASSED WITH FIRST CLASS HONOURS..THANKS TO HER NUMBERS"
Dr Armstrong. GP.
“I came in contact with Vera during my final year studying medicine. Being a mature age student, I struggled with memorising so many facts. Despite having completed my bachelor degree in veterinary medicine 15 years previously and having worked as a veterinarian since then, I found my brain more sluggish than ever before. Vera's work intrigued me, especially her results with children and she gave me a lesson to introduce me to her material. I noticed an immediate but unexpected benefit in my studies. I felt so mentally clear and could not only access learned information effortlessly, I could now also LINK previously learned information and see, almost feel, how it all fits together. I had a further four sessions with Vera and diligently did my numbers homework. When I passed with first class honours and a school medal for outstanding academic achievement, Vera was the first to know. I told her I felt it was thanks to her numbers I did so well. Now, 2 years later, I have started seeing Vera again for a little "tune-up" and look forward to keep working with her on a regular basis. I hope to be able to refer patients to her or people trained by her. Apart from children with learning and behavioural disabilities, I think there is a huge potential to benefit stroke patients or early dementia patients to name a few.”
"HE FEELS MORE CONFIDENT AND IS ACTUALLY LOOKING FORWARD TO SOME HOLIDAY SESSIONS..."
Dr Kate Shapland GP
I have found Vera Stevens work with 'her' Maths to be excellent, she has been seeing my 9 year old son for some time now, and he has always been 'very bad' at Maths and has got quite far behind. He is now at the point of not concentrating or trying at school, as he feels there is no point. However, at his sessions with Vera he is a different child. He tries hard, concentrates and enjoys the lessons, he feels more confident and is actually looking forward to some holiday sessions! I have found it very interesting to be part of these lessons and find I am looking at things in a different way. I struggled with Maths at school and wish that I had been given the opportunity to learn in a more enlightened/practical way.
"...THE PASSION FOR READING AND MATHS...HAS BEEN SPARKED IN HIM"
Jeremy McLennan, CEO Gledge
“Our 7 year old son Willow ‘loves’ doing maths with these techniques, and has advanced so much with his learning. It’s not so much his knowledge, but the passion for reading and maths that has been sparked in him. His teacher approached us and was surprised at the shift that has occurred with him over the past 2 weeks; and we have only had 3 half hour sessions! His teacher had no idea we had started him with this practical tuition. The shock to us was seeing the immediate benefits in his reading levels and memory. We want this in our school. This method should be in every school. Why is it not in every school? Thank you Vera.”
"... NOW I LOVE MATHS..."
“Before I started maths with Vera I hated maths. I refused to do my maths homework and I was nearly at the bottom of the class. After nearly six months of doing maths with Vera I am at the top of my class and I got year six maths homework (I’m in year five) and I’m the only one in my grade that got it. Working with Vera is fun and now I love maths and I want to do my homework.”
"THE CONFIDENCE THIS HAS GIVEN ELLA HAS REACHED BEYOND MATHS ALONE."
Beth Pitman, Parent
“My daughter, Ella and I have known Vera for only a short while and yet the impact she has had on Ella in that time has been remarkable. Ella is a talented young lady ( just 10 ),very creative and somewhat ‘dreamy’,with and aptitude for literacy at school, yet she had difficulties with maths. Ella had trouble remembering the ‘stategies’ and rules as they were being taught to her and would become very aggressive and defensive when we tried to help her at home.She was always saying “I can’t do this , I am bad at maths, I hate maths” and my husband and I found this alone quite distressing. In about 4 or 5 lessons, Vera reached Ella and showed her that she CAN do maths and is actually very good at it! The confidence this has given Ella has reached beyond maths alone. Not long after starting to see Vera, Ella told me “Mum, everything seems to be going right for me at the moment- I love maths(!) and I ‘m swimming well.” Recently Ella came home from school very excited because she had been given some extension homework- the only child in her year- that is a huge improvement in less than six months. My husband and I cannot express how grateful we are for Vera’s wonderful way of teaching and reaching our daughter. I now know Ella will reach her potential.”