Using the abacus engages all three learning modalities:
Students will learn to see numbers as visual representations rather than arbitrary numerals, allowing for faster and more accurate arithmetic. Flash Amsan, in which students add numbers flashed quickly in front of them, can improve visual processing speed, resulting in faster reading abilities.
Auditory learners will benefit from Hosan: the practice of doing Jusan or Amsan as the numbers are called out, improving their ability to retain heard information.
Students will develop deep understanding of numbers and arithmetic by physically manipulating the abacus beads and solving problems with a unique hands-on method.
While traditional math learning is conducted in the left side of the brain, which also processes language and logic, abacus instruction engages the right side of the brain, which processes visuo-spatial information.
This approach facilitates faster development of numerical fluency and math confidence. But aside from the concrete benefit of advancing students' arithmetic skill and understanding, Abakidz can help students improve concentration and focus, working memory, and general visual and auditory senses, leading to an improved general study skills. In addition, Master Lee’s teaching experience over the last ten years has shown this approach to be particularly effective in children with attention deficit issues.
"One could get superior mathematical abilities by acquiring the skill of Abacus-Based Mental Calculation (AMC), which can be used to solve calculation problems with exceptional speed and high accuracy" (Huang, 2015)
Mental abacus training can be associated with an improved ability to store visuo-spatial information. (Chen, 2011)
“These findings demonstrate that enriched experiences (e.g. mental abacus training) may improve basic cognitive capacities and possess utility for learning and education” (Chen, 2011)
“Abacus experts utilize visuo-spatial representations of digit sequences during digit span memory tasks and this strategy increases their digit span memory capacity” (Tanaka, 2002)
Knowing two ways (conventional and abacus) to represent arithmetic concepts gives a child a more abstract and flexible understanding of numbers, in the same way that knowing two languages leads to higher levels of metalinguistic knowledge. (Stigler, University of Chicago, 1986)
“Abacus skill has statistically significant correlations with grades in mathematics and reading” (Stigler, University of Chicago, 1986).
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Tanaka, Satoshi, Keiko Seki, Takashi Hanakawa, Madoka Harada, Sho K. Sugawara, Norihiro Sadato, Katsumi Watanabe, and Manabu Honda. "Abacus in the Brain: A Longitudinal Functional MRI Study of a Skilled Abacus User with a Right Hemispheric Lesion." Frontiers in Psychology 315th ser. 3 (2012): Web.
Wu, Tung-Hsin, Chia-Lin Chen, Yung-Hui Huang, Ren-Shyan Liu, Jen-Chuen Hsieh, and Jason J. S. Lee. "Effects of Long-term Practice and Task Complexity on Brain Activities When Performing Abacus-based Mental Calculations: A PET Study." European Journal of Nuclear Medicine and Molecular Imaging 36 (2009): 436-45. Web.