On November 14, 2006 a lengthy front-page article in the New York Times sent a seismic shock through the world of math education.  In summary, it concluded that much of scholastic math in the U.S. today is broken.  Standardized test scores, international productivity comparisons and the media attest to the demise of the math and science prowess that once set the U. S. ahead of the rest of the world. 

The following is a selection of the report's comments and findings:

"More than a decade of so-called reform math -- critics call it fuzzy math -- has crippled students."

"Parental unease has prompted ever more families to pay for tutoring."

"There's increasing understanding that the math situation in the United States is a complete disaster."

"Schools in New York City use a reform math curriculum, Everyday Mathematics, but some parents there would like to see that changed,"

"The math skills of children in the United States simply do not measure up: American eighth-graders lag far behind those from Singapore, South Korea, Hong Kong, Taiwan, Japan and elsewhere."

"If you don't memorize the basic math facts, it gets harder as math gets more complicated. "

"Professional mathematicians say too many American students never master basic math skills.  In school they don't spend enough time on basics to get that mastery."

"The battle here has left many parents frustrated, confused and not sure if they should trust their children's schools to give them the skills they need. Many have already voted with their feet, enrolling their children in math tutoring."

To many parents and students these comments are a revelation.  It explained to them for the first time why an otherwise excellent student continued to struggle with math.  It wasn't that the student "couldn't do math", or had some hitherto undiagnosed learning disability!  It was simply that he or she had never been adequately taught and tested on many of the critical fundamentals necessary to build a solid foundation of numerical literacy.

"Fuzzy Math", "New Math", "Reformed Math", "Group Learning"…the latest fads in math teaching all share the same fundamental flaw: they lack focus on the requirement that, ultimately, the student needs to know the right answer.  For example, many middle schools pride themselves on a curriculum that includes pre-algebra and algebra.  This sounds like good news until it becomes clear that it is not algebra that today’s students find problematic: it’s basic arithmetic!

deals with these problems head-on by using the techniques developed by the highly acclaimed Singapore Math System to introduce, drill and reinforce math basics.  Through its requirements on accuracy, precision and independence the student develops competence and the sense of meaningful self-esteem that can come only from true mastery of a subject. 

Since the Singapore Method emphasizes fundamentals, it naturally integrates into any math curriculum.  In fact, uses each student's school texts to establish the tutoring framework, introducing the Singapore workbooks to reinforce or reteach where necessary.  For example, one student may have difficulty with the transition to pre-algebra, while another might be farther along than his peers and in need of a challenge.  Using a personalized student assessment and the customized tutoring syllabus developed for each student, your child will concentrate on and master those units that require the most urgent attention, while reinforcing other required skills.

Remember: If an otherwise bright, motivated and diligent student is underperforming and discouraged in math, it is much more likely that the fault lies with a flawed curriculum than with the student himself or herself.

's math program is designed to help students overcome these barriers to their math literacy.  And the earlier in their math education this process begins, the greater the long-term benefits will be.   Consequently, we believe that the best time to get kids on the right path to math literacy is in 5th and 6th grade.