three-dimensional viewing as training of the imagination and spatial sense
Understanding, feeling and working with hands
learn to exchange experiences and opinions and to articulate observations
Our school-working-material is matched and ccordinated in terms of size, width, circumference, volume and weight didactic successive (1dm³ = 1l = 1kg). This makes a comprehensive learning easier, allows relationships between associated variables and encourages thinking beyond the individual current learning status.
In addition to the methodological and technical skills also personal and social skills and the motivation to use them will be trained and encouraged.
We do not see ourselves and our products in competition with digital forms of communication in school, but think, that a symbiotic combination of digital and analogue teaching aids is the best for all kids and their different learning rhythms and styles.
Every child and young person is appealed by our school-working-material with exactly the senses with which it learns the best. Only that way it can develop and evolve it´s talents and abilities to squeeze out the full possibilities.
Here are three questions and answers why a use of our school-working-material makes sense:
How do our cubicmeter models and our Units roll-up chart train the spatial sense and gain insight into common size units?
With our cubicmeter models the pupils can build easily a meter, a square meter and of course a cupbic meter. Routes can be comprehend und understand by acting (for example: How many ways lead from corner A to corner E?). Our Units roll-up Chart summarizes the known and compiled units of length and size together and can be used as a supportive information source.
How do our abacus, our other mathematical teaching aids and our learning game „decimal“ support the building and strenghtening the number space 1-100?
Through the specific order of numbers in ascending or descending series, counting exercises or number teardowns our mathematical teaching aids help to comprehend, that the addition include acts of summarizing and adding, while the subtraction include acts of dimantling and taking away.
How do pupils and students get a familiarity and imagination based on reality with the areas size and capacity measure?
By weighing and comparing objects the units kilogram ( kg ) and gram ( g ) will be learned and applied.
Discovered relationships ( for example greater than, smalle than, equal to ) can be represented related to real life.
By filling and decanting , comparing and measuring the pupils also lget to know the units liter ( l ) and milliliters ( ml ) and their relationship to kilograms and grams.