December 3, 2019

What is it about math that gives it so much power:


1) to make kids feel inadequate and insecure about themselves,

2) to cause wounds to self worth so big that the debilitating effect of it lasts into adulthood, and

3) to put parents and kids at odds with each other until they don’t even like each other anymore.


Woah, that is a lot of power.


Being in the business of solving these precise math problems (oh yeah, and the kids will learn their times tables and division facts like nobody’s business) puts us in a unique position to hear an endless supply of stories. All people have to do is hear briefly what we’re up to and they’re eager to tell us their own “math trauma” story, quite often accompanied with some very deep emotion.


You may feel alone in how much it affected you or how worried you are about the situation with you child but we can tell you that this math trauma affects more people than you can even imagine.


Why-oh-why have we ignored this problem as a society for so long when so much damage is being done??? It makes us just that much more thrilled to be exactly where we are, doing exactly what we’re doing.


I want to talk about each of these “math trauma” aspects in turn:


  1. The insecurity that develops due to feeling like one of the “dumb” kids:


The subject of math is a hotbed for labels. I happened to be categorized as one of the “smart” kids simply because I did well at math. I saw a lot of the trauma around me but I didn’t relate to it—that is, not until I was in college taking a French class.


The teaching style here was different and suddenly I was one of the “dumb” ones. I was so confused at first (wait a minute, I’m supposed to be smart!), then I felt sad that I couldn’t keep up with everyone (What is wrong with me?? Am I stupid or something?), then I got angry (There is no way even possible, no matter how hard I try, for me to keep up!). I remember folding my arms and sliding down in my chair and though I was still in the room, simply checking out of the class. I felt ashamed of myself, mad at the students who were doing well, and hateful at my teacher for…I don’t know, existing!


Then I remembered. I thought back on the body language that those kids growing up who didn’t do well at school (as I said, math seemed to be the biggest determiner of that); their bodies and faces looked just like mine did right then! I related only now the feelings they had to go through and my heart poured out to every single one of them!


It is NO FUN TO FEEL DUMB!!! I realized how this feeling of “I can’t do it; I can’t keep up,” could change the trajectory of a whole life!


I thought, What does “smart” and “dumb” even mean, anyway?? Maybe there is no such thing!! Reminding myself that I’d gotten good grades in school, I realized I wasn’t actually dumb right now any more than the discouraged kids I saw growing up were actually dumb then! It was all about teaching style and design!


At this moment, I became a collector of teaching and learning philosophies, an experimenter. Planted deeply in me was an intense desire that no child ever had to feel this way!


After 30 years of this focus, a whole new teaching style has emerged that works beautifully for all kids. We are calling this method “Unleashed Learning” and for the sake of kids, and the parents who care so much about them, we are intent on spreading this teaching method as widely as possible. We hope to play a part in revamping the current culture of education.


By the way, though you don’t have to understand the philosophies that power MathHacked before taking your child through it, you will get to experience this revolutionary learning style first-hand. All you do is watch and mimic, step by step, what you see me do on-line. No previous math knowledge is necessary. We developed our first “Unleashed Learning” tool for math (MathHacked), because we wanted to provide a simple solution for the biggest problem first!


So far, we’ve had universal success in seeing each and every child feel smart at math using our system. With the right educational design and an effective teaching style in place (neither of which are found in any math curriculum, by the way), your child will show no resistance from the very first moments of the training. In fact, they’ll likely be bummed out when it’s over.


  1. The lasting effect of negative labels:


In my quest to help all people recognize and feel their worth, I began to notice something interesting. It started with a friend of mine whom I thought was just brilliant—so creative and so organized and just chock full of talent. But she made a lot of comments about how she wasn’t very “smart” or “quick” or that she was a “slow learner.” This made absolutely no sense to me! I could see no evidence of this whatsoever. Finally, I asked her, “Why in the world do you believe you’re not smart?? Where does this feeling come from??” It turned out that she “didn’t do very well in school”…and added, “well, mostly in math.”


Then I began to ask around and to notice this more and more this very same thing. The root source of a lack of belief in self FAR TOO OFTEN stems from the early math experience.


Sometimes the “I’m not smart” label is self-imposed just from the way math makes the child feel; other times, it’s a fellow student, and more often a teacher that said something that got stuck in the child’s psyche making them doubt their abilities from that time on (GRRRR!!!!).


As mentioned, these kids-now-adults often feel to tell us their stories. After one presentation, we had a person seek us out after the meeting and tell of his experience. He had a teacher tell him he wasn’t good at math when he was just a young boy and he said that this haunting label followed him all through grade school, all through high school, all through college and he almost didn’t go to grad school because he just didn’t believe he could do it. He struggled for such a long time over this issue before he finally pushed past his insecurities and decided to try.


He not only accomplished grad school, he received some of the highest grades in his program, and he couldn’t have been more surprised. By the time we met him, he was a very successful professional and just in the telling of this story, his eyes got moist with emotion. Not only was he reliving those feelings, he was actually very grateful and genuinely appreciative to us for what we were doing for kids.


Here’s a message we got from a gentleman, now a grandpa, who saw our system online: “I was one of the dumb kids when it came to math. I can completely relate to what you are describing. It took me years to realize that I loved to learn and I was a lot smarter than I ever thought I was! I got all choked up when I saw your program this morning! God bless you and the MathHacked Girls!!!!” ~Ben Smith


One woman who came up to us at a vendor table after a homeschool conference said she had a form of PTSD [Post-traumatic stress disorder] due to her early math experience. We laughed but she didn’t laugh with us; she was dead serious. She was willing to do just about anything to save her kids from going through the math trauma that she experienced. In fact, this was the main reason she had chosen to homeschool her children!


Honestly, I could go on and on with stories, but hopefully you will see from the few given here that if your child is currently dealing with an “I’m not smart” label because of math, that there is something that can be done about it and it takes only about 15 minutes a day. It’s the learning design and teaching style embodied in our easy to follow on-line system, MathHacked.


  1. The “relationship trauma” that so often accompanies the “math trauma”:


One day, my daughter’s friend came to our house and saw that our big patio window had graphs and arrows written all over it with dry erase markers. This was from a day of brainstorming with my sister (and biz partner) about our MathHacked business. Naturally, he was curious what we were up to. When he heard a few minutes of explanation of what our business was and that our aim was to help kids maintain a sense of self-worth throughout their math education, he was instantly enthusiastic and supportive.


His very next comment was (pointing his hands downward like a wedge), “Math was the WEDGE that drove my dad and me apart.” He said he never did regain a good relationship with his dad; this was the beginning of a downward spiral that had never fully recovered.


This is another common story. The problem with math is that it isn’t just about math; it’s about how the heck do you get kids to do what you want them to do when they don’t want to do it??? (The answer to this question is found in no math book I’ve ever heard about.) Even if parents know the math well enough to help, they can feel at a loss as to how to motivate the little buggers to DO the math!


Our Unleashed Learning style—which you get to “try on for size” through the MathHacked system—takes care of that attitude for you. It removes resistance. It unleashes creativity and self-worth and the hidden brilliance that they normally reserve for their computer games or other things they love doing.


You know, it’s funny; the whole reason we make our kids do their math homework is:

  • so they can get competent and feel smart in math,
  • so they will feel smart generally,
  • so they can become an educational success,
  • so they can become a financial success,
  • so they can have lives with less stress,
  • making it easier to be “happy at home” with their families.

This is the end result!


And yet, our well-meaning efforts with math often leave our kids

  • feeling dumb and angry at us for making them do it,
  • so we try to use our parental authority to make it happen,
  • so they blame us and we become the bad guy,
  • which feels unfair because we are only trying to help,
  • which unfairness adds to our negative feelings,
  • and all this makes us feel unhappy at home!


Hm….something is wrong with this picture.


Well, know this: it’s not your fault; it’s not your child’s fault.


With the right design and style in place—same parent, same kid—you’ll get results you’ll LOVE!


And you and your child will be HAPPY AT HOME.

October 27, 2019

Here again are some aspects of my “out with the old” authoritarian parental paradigm (interesting that they look so great on paper):

  • A predictable, smooth-running household, run almost exclusively by Rules;
  • Kids obedient to parental authority;
  • Quick, decisive action on the part of the parent when kids veer in thinking or action from our desired path for them;
  • A no-tolerance policy for disrespect, talking back, contention, ;
  • Quick to give punishments and consequences and/or use authoritarian words and tones in an effort to get what we want from our kids (because we want it now).

Next, I’d like to identify two family types who live this way. See if you can see your family in one of the following descriptions:

This first family is one that’s been operating under the above mindset but for whatever reason, it is not necessarily creating obedient, compliant kids; rather, it seems to be causing more and more emotional walls to come up between parent and one or more of the kids, and them with each.

Since you are seeing relationships deteriorate before your very eyes while the initial problems remain or worsen, you have become open to new ideas.

(This describes the scenario with some of my own children and is why I eventually found a better way.)

For this first family, the reason I’m taking the time and energy to promulgate a new mindset may be clear:

I feel you, my friend!

Whether you’re a single parent (some of the most “single” parents are married), your child is especially strong-willed and “difficult”, or you have other big challenges, I want to offer hope!

My goal is to save you time and frustration, worry and tears.

I hate that your suffering and searching could go on as long as mine did when maybe, just possibly, my speaking out could help speed that process up for you. So here I am with hope in my heart.

The second family is using this same authoritarian paradigm but it appears to be working just fine. The kids are obedient, things are smooth for the most part, and there is much love to go around. The parents have a tight handle on things. This describes the home I was raised in.

So why might any of this apply to you? Why consider a new way of thinking when old ways are working just fine?

Well, I feel for the kids. I was one of them.

Perhaps it’s not going quite as well in the hearts of your kids as they would have you believe…

Now that my eyes are open to it, I have become stunned by the number of children in loving homes who (though generally content and happy): feel they don’t have a voice; don’t feel comfortable letting their true thoughts and feelings be known; don’t feel appreciated and valued (unless they achieve–or pretend–a sameness with their parents, or can jump through an acceptable number of hoops).

The result is not necessarily a lack of love, but often a lack of Depth, a lack of Real, and a lack of Joy in those relationships, to the point that emotional detachment and even physical distance become the most desired option to children. Children often feel this way without their parents even knowing it!

Or….you may be a family of a third variety, just starting out but concerned and open minded realizing that the stress, pressures, and anxieties of our day make for a daunting atmosphere in which to raise children. Yikes. This puts your antennae up high for extra parenting tools.

Whatever your situation, would you mind if we take a fresh look down a less-traveled parental mindset? Could these become the goals highest on your parental totem pole?

  • A completely flexible and ever-adjusting household, run almost exclusively by
  • Children who not only CAN talk to us about anything, because they feel it emotionally safe, but who WANT to talk to us about everything—even the hardest things—because our relationship is that tight…
  • Same between siblings; 😊
  • Children who feel free to voice their opinions and even discontent, free to say what is true and important to them at any given moment, no “elephants in the room” or even “dirt swept under rugs”,
  • Children who—using Truth, Conscience, and Love as ultimate authorities—drive their own education and growth, freeing up your time and energy;
  • Children who are Genuine, the precise people in view of those they want to impress, as they are out of it—no respecter of persons;
  • Children who are Confident in themselves, who despite the mistakes they will make along the way, believe deeply that it is a GOOD THING to be who they are

In the coming weeks and months, we’ll discuss more specific ideas of how to shift to and operate under this new mindset. I welcome your worries and questions and am sure that just like us and our kids, we will learn more together than we could ever learn alone.

If you choose to take this journey, please plan to give yourself a whole bunch of mercy and grace along the way, because I can assure you that despite all the mistakes you will make, it is a GOOD THING to be YOU.


October 27, 2019

Out with the Old:

Don’t we all naturally believe that the ideal family is one in which there is no fighting and all children are obedient and compliant and lovely and clean and nary is there a snotty nose or a temper tantrum? Isn’t it natural to assume that whenever there IS fighting or disobedience or a bad attitude or defiance or disrespect that something has gone terribly wrong?? That we are “off script” and therefore there must certainly be someone to blame?? We can end up blaming our kids by attaching negative labels (“You are SO disrespectful”), or ourselves by believing our own faulty character is behind it. Often, we blame both, even if only accidentally.

Not a fun way to live.

With this “Carnegie Hall” mindset, somehow, somewhere deep in our subconscious is the underlying belief that life is a performance with a full house of people in their tuxes and evening gowns just watching us, ready to think in their heads–or worse–mention to their friends just what they think of us. What an embarrassment it would be to hit wrong notes…or lose our place…or trip over our feet!

This performance mindset about life can create a sense of worry and urgency; we feel the need to get a handle on things [our kids] and to get it NOW…if not yesterday…. :/

But then, what if we find that controlling our kids isn’t working out as we planned?

Well, if it’s not, that’s a good thing to realize because if we’re not careful, those negative feelings and labels can stretch out and deepen, like an underground life-sustaining root system.

But there is hope! Always hope.

I ask you to consider: might thinking this way be a little like expecting a person to begin a gym membership with already bulging, fully developed muscle….or to play the violin right from the start with perfect pitch and form, not a squeak or a squawk?

Unheard of.

(Incidentally, the squeaks and squawks that grate our nerves and make us stand up straight are not an issue of character and we know it. Therefore, how much easier patience is to come by! There is a lesson in this!)

If you relate to this hurried, worried way of attempting to influence children that I’m describing, I want to see if I can talk you into changing your expectations as a parent, to change your whole definition of success. (You can do that, you know.)


“The greatest weapon against stress is our ability to choose one thought over another.” ~ William James


In with the New!

What if we thought of life and growth and parenting less like an unnerving performance and more like the working of a puzzle? Though there is much to be done to complete a puzzle, puzzles don’t stress us out. We are content to work on them here and there, twist pieces this way and that, scan for colors, take breaks if we want, and work on them deep into the night if we’re feeling adventurous. If we get some pieces in the wrong places, it doesn’t throw us off our groove; we know we can make adjustments as the need arises. If others help us put pieces into our puzzle, we are not threatened or defensive (unless it’s the final piece, of course!); normally we’re glad for the help and the company.

Another thing: as we pass by the puzzle throughout our day we tend to be nothing but pleased seeing it slowly take shape, rather than critical of what’s left to finish.

Buddha said it this way: “There is much to be done; therefore we must proceed slowly.”

I think Buddha got it right. I’ve tried it both ways and I’ve found that adopting his paradigm provides for a much happier day-to-day existence. Slow and steady, yet very gentle pressure, always proceeding but never in a rush, lotsa spice and lotsa flavor (i.e. finding out what your kids REALLY think) and lots of simmering—this is a good recipe for a delightful gourmet dish, wouldn’t you say?

You know, the little turtle didn’t get much notoriety for being so slow and I imagine he got criticized along the way, but wherever he is right now, he’s probably still a walkin’, headin’ to the sea….

October 27, 2019

Speaking of jumping on brains (I prefer the verb “dancing” because it feels more…creative 🤠), making what we call “tectonic shifts” in thinking is a bit of hard work. All people are sure they want better results but wish they could do it without letting go of current paradigms, aka what they are used to, aka what’s “comfortable”.

In my experience, the “letting go” part is 80% of the work. I picture a monkey, grasping a banana that’s inside a little cage, unable to free himself of the cage because his little fist full of banana is now too large to come back out through the bars. Yip, that’s us.

So, as you go about your coming days–driving, washing dishes, standing in line, waiting for sleep to overtake you–perhaps you will reflect on the following examples of “shifts” and determine if you are ready to make your next one:




  • Think about the difference between someone feeling love for you, and someone who makes feel. loved. I bet you can quickly come up with examples of both. How many divorces are there between people who love each other? Also take note of how many emotional walls are erected by people who do not feel another’s love, though it most certainly exists. Are there emotional walls in your home, your relationships, that you wish were not there?


  • Think about the difference discovered by Sam Walton, a discovery that produced for his company a quantum boost in sales and net profit, and started a You see, at Walmart, the customer is always right, always pleased, even if Walmart has to take a hit for it. Have you noticed? They’ll take stuff back you didn’t even buy there, just to make you walk away happy. So what if we applied that thinking to our parenting? Aren’t there many things we want our children (students, employees, anyone in our charge) to buy from us? Our advice, wisdom, guidance? Our hopes and dreams for them? Our instructions?? What if they bought our parental wares as freely as we buy any little thing from Walmart?


  • Think about the difference between paying for the Backs and Hands of others to get our job done, and inspiring them to also volunteer their Minds and Hearts to our task? A Great Attitude. Flexibility. Creativity. These are things money cannot buy.


  • Think of the difference between “It’s a hard life; we gotta toughen kids up, make them do hard things!” and “Follow your bliss; find your passion; do work that doesn’t feel like work to you and that is the quickest way to success.” The first philosophy, while good, can be totally eclipsed by the latter, with astonishing results.


  • I once heard of a man with a hot dog stand on a busy street in the metropolis of New York (I think it was). His business had a horrible bottleneck with his lunchtime crowds of getting people their Finally, he decided to take the “formidable” risk of trusting his fellow human beings, and began leaving a bowl chuck full of bills and coins completely unattended for his customers to make their own change before heading on their way. Do you think anyone stole from him? You bet. Funny thing is, his business went through the roof, netting him a great deal more than ever before. Not only did he sell more hot dogs, he made more money per hot dog sold, presumably from unsolicited tips of gratitude in exchange for his decision to trust.


Well….my biggest goal (shhh!) behind MathHacked–teaching kids their multiplication and division facts in a way they dig and that ignites their thinking capabilities–is to be part of an educational shift that is similar in scope to the shifts mentioned above.

We’ll work on this through this Millennial Paradigm Project with anyone who would like to join us. Hope that’s you!

I hope to convince your mind (and who knows, maybe the world will catch on!) of a better way, one that will add life to your life.

Why? I do it mostly for the kids. I’m willing to bet you’ll like what you see happen inside of yours.

You in?

October 27, 2019

ALL I wanted to do was help my child succeed, so how is it fair that I had to be the bad guy? I had become the mother I never wanted to be, having to push and pull yet another child through that old math grind.

It was hurting our relationship. A lot. Plus, it was clear to see that my “helping” wasn’t helping at all. I was afraid she’d get behind her peers, but all my “requiring” served to demoralize her further until one day, she just completely gave up.

The doors of her mind had snapped shut, and it was apparent that she KNEW she couldn’t do it. She was so low it was frightening. I felt desperate to do something about it. But what???

Luckily, upon just a little investigation, I discovered something I could do! My daughter was

1) iffy and somewhat slow about her times tables and

2) they were literally EVERYWHERE in her math work.

Hmm…very interesting… YAY!! We’ll start those over, worry about what’s next later… But how? How will I to teach them?

One thing I was sure of is that memorization wasn’t working.” Not only had this method of learning not stuck the first time with my daughter, I had noticed from my own life that while memorization may have gotten me through tests or assignments, it did absolutely nothing to educate me. I wanted more for my daughter.

I told her the good news, “NO MORE MATH UNTIL I FIGURE THIS OUT.” (Luckily, I was home schooling and had the leeway to do this.)

I forced myself out of that centuries-old box and looked at math through the eyes of my child for the first time. Just as soon as I made this shift, ideas started coming to me, one after the other after the other.

One step at a time, I discovered a completely new way to approach math, a whole new teaching style, new sequences, exciting new philosophies…everything NEW.

I brought my daughter back and together we tried it out. Wow, piece of cake! Not only did she love this new process, it TOTALLY turned her around. So much so, that she quit needing my help (or pushing) and just took off through her regular math curriculum independently (!). (As it turned out, there were no more math issues to overcome! Another YAY!!)


The time savings to me were enormous—but that was nothing compared to the joy I felt, seeing my daughter discover and OWN the fact that she really was SMART! It unleashed her in ways far beyond math, and our relationship was sweet again.

Since that time, it literally HURTS to hear of kids struggling in math, feeling stupid just like my daughter did. That’s why I should be retiring and hitting the beach, I’ve “sold the family farm” to bring hope and solutions to every family I can possibly reach.

Call it crazy, but I love your children. A lot. It’s super hard to hear of kids struggling when I’ve got a solution that works SO WELL! It’s a game changer for your family, and for your child’s life–and it’s all figured out and DONE FOR YOU, every step is outlined, every “t is crossed.” You don’t have to reinvent the wheel.

I can say this with confidence, because I have used it not only on my kids and many others, but at a private school (6-8 year olds). These were kids that came to math with the usual dread and complaining. This voluntary program ended up with 100% of the kids in the class opting in and nailing 100% of their times tables and division facts (in fact, they’d line up, wanting to be first–and were SAD when the process was over!!).

Their confidence shot through the roof, and, like my daughter, they went back to their math curriculum with eagerness and a belief they could tackle it. It rocked the school, it rocked my world, and has set me on a mission to share what I’ve learned for the benefit of others.

If you follow my simple, proven, revolutionary system, your child will gain the critical building blocks of confidence, solid math facts mastery, and mental flexibility to actually enjoy math and become an independent learner. See you on the inside!

October 27, 2019

Natalia’s Math Struggles

 Natalia hated math, and the more her mom pushed her and tried to help her with her lessons, the less empowered she became until one day, she “hit the wall,” alarming her mother with the abject defeat she was exhibiting.

This defeat colored her entire world. Her confidence was shot not only in math but, as a result, in everything else. Natalia had no try left. She was absolutely convinced she couldn’t do it. She was convinced she couldn’t do anything, that she was just plain dumb.

Math had been a struggle for Heather Linchenko already with Natalia’s three older siblings. It was the push, the grind, the fighting, consequences, ultimatums and the oft-quoted mantra, “You’ve just got to learn to do hard things.” “Math is hard. Nobody likes math, but you’ve GOT to do it.”


The Old Approach To Teach Math Completely Fails

 She tried the same tired approaches with Natalia, but nothing worked.

My sister, Heather, confided in me one day that she feared Natalia was just…slow. She just couldn’t get it.

One day Natalia absolutely gave up, Heather was shocked into realizing the obvious: what she was doing just wasn’t working. She had been able to push her older children through their math lessons, but nothing was working with Natalia. Worse, it was destroying her confidence and fracturing their relationship.

In spite of all the conflict, Heather and Natalia still loved each other. But, they didn’t like each other very much. They didn’t love to be in each other’s presence anymore. Their relationship was very strained to say the least.

A quote Heather had heard many years earlier finally hit her consciousness with new force: “Learner inability is usually nothing more than teacher inflexibility.” Motivated to heal the damage she had unwittingly done to her daughter (in spite of plenty of love and very good intentions), she said to Natalia, “No more math until I figure this out!”


The Student Becomes the Teacher

 Suddenly, Natalia became a valuable resource on this journey. Heather began to ask her questions: “Why do you hate math so? What is hard for you? Why? Natalia became the teacher, the adviser on this journey.

Heather learned that, although Natalia had memorized her times tables some time ago, they hadn’t “stuck,” and stumbling over them while trying to do her math lessons made everything SO hard, so laborious, so overwhelming.

A Better and Faster Solution Emerges

 Heather set out to create a system for teaching Natalia her times tables in a different way. Memorization hadn’t worked. It was boring, tedious, ineffective. With a new paradigm, ideas started coming to Heather. She started questioning, “What would I like? What would be fun and interesting for me? What would be hard for me?”

A system took shape that was based on associations, not memorization. Heather saw Natalia engage from the first moment. Natalia felt like a winner, and her confidence exploded.

Surprisingly, her math facts were mastered in a fraction of the time it had taken to “learn” them before. But this time, her math facts were solid. She owned them.


Confidence and Competence Pave the Way to Success

With her math facts in tow, it was time to tackle Saxon Math again. Heather assumed she would have to stay ahead of Natalia, a step at a time, as she progressed through her math lessons.

As Natalia sat down to resume her Saxon math lessons, her knee-jerk reaction was negative. But as she began it was as if the sun came out from behind a cloud; her back straightened, her chest lifted, her face brightened, and she took off; suddenly she saw she could do it!


Mom Gets Her Time Back

 The biggest surprise to Heather? Her need to help Natalia was over. Natalia forged ahead independently, confident she could figure it out and she DID. Heather’s work was done.

After that, math became Natalia’s favorite subject even in high school (with no more help from Mom). What a transformation!

Slow, she was not! She had just been squelched by the typical way times tables and division facts were normally taught.

We have since discovered that Natalia represented that 80% of kids that hate math. The solution to her problem became a solution to theirs.


Trying the Process in a Private School

 A few years later Heather served as a teacher’s aide in a private school. She saw that familiar dejected look, slumped shoulders, eyes down; the kids were whining and moaning just like her kids used to when it was time for math. Though the kids were only ages 6 to 8, she couldn’t stop herself from suggesting her new approach to the teacher (after a few weeks of biting her tongue).It had worked so well for Natalia and then her little brother. Why not for these kids? She felt it was easy enough for the six year old kids should be able to do it. At least it was certainly worth a try.

So, this good teacher agreed, and asked Heather to try the program with any children that wanted to do it. Before long, every last child in the class joined in–even the defiant, the shy, the unconfident, the goof offs. Kids lined up, and Math became their favorite subject.

Startlingly, every last child engaged, and every last child — 100 percent — absolutely nailed their multiplication facts.

It became a sensation. Parents saw a change in their kids’ confidence levels, even beyond math. Heather found herself surrounded by parents at school, wanting to know what she was doing. Their kids were even bringing their speed deck on vacation, and studying on their own after they were supposed to be asleep.

Quite unusual for an entire class to be so enthusiastic about anything to do with math!


The Power of Flexible Brain Training

 It was in this class that Heather learned that a key outcome of the process (in the absence of rote memorization) was the development of a flexible brain, such that the kids immediately “got” their division facts. In one or two “light-bulb” moments, they realized they already knew them. Division was no new mountain to climb.

It was exciting to learn, also, that the six year old kids learned their math facts as quickly as the older ones. The visiting eighth grade reading helpers, on seeing these little tykes whip off their times tables facts would say, “How old ARE you? I can’t even do that!

Addition and subtraction were a non event for the first graders after that. Manipulatives were not needed. The kids could figure it in their newly trained brains, and they felt brilliant! They had discovered they were brilliant through the process.


Multiplication Facts Mastery Makes All Math Easier

 Once the kids had their math facts down, they had a completely different attitude and confidence to do their math lessons.

Multiplication is everywhere in math, so learning, or rather nailing

multiplication math facts is invaluable in paving the way to success.

October 27, 2019

Memorization is an outdated and ineffective method to learn times tables and division facts!

Flexible-brain training is unique to MathHacked and starts on the very first day. For generations multiplication has been taught starting with the 1’s and ending with the 12’s through rote memorization. This approach is beyond boring and tedious, and it’s downright rare to hang on to those facts for any length of time.

Joshua Davis wrote an article entitled “A Radical Way of Unleashing a Generation of Geniuses” in 2013 for “Wired’ Business. In it, he states, “The [traditional] system as a whole educates millions and is slow to recognize or adopt successful innovation. It’s a system that was constructed almost two centuries ago to meet the needs of the industrial age. Now that our society and economy have evolved beyond that era, our schools must also be reinvented.” Here, here!

And to quote Stanford professor, Jo Boaler: “Too much emphasis on rote memorization inhibits students’ abilities to think about numbers creatively, to build them up and break them down.” She cites her own 2009 study, which found that low-achieving students tended to memorize methods and were unable to  interact  with  numbers fexibly.

 In other words, we can memorize our times tables, but don’t have much power to do anything with them, at least with any kind of ease.

Kids quickly get overwhelmed and take on the belief they aren’t good at math

In learning their multiplication facts, kids generally start with optimism, but by the “threes” they are already convinced they aren’t smart at math. Only a small fraction of the kids rise to the top–not because they are smarter, but simply because memorization is their thing.

And so the self labeling begins: “Some kids are good at math, but I’m not.” Or worse, the child gets a label from the teacher that can devastate for a lifetime. Many adults have expressed to us the pain they experienced as a child (and beyond) due to degrading comments about their supposed lack of ability to do math; decades after the situation the emotion is still raw, and tears spring to the surface unbidden. One mother told us she and her sister still have PTSD from their grade school experience. We initially thought she was trying to be funny, but it quickly became apparent she was deadly serious. She had decided to home school her children to avoid the same pain for her kids.

Most mothers tell us they aren’t good at math. We believe this perception came from being required to learn their times tables through rote memorization. (Followed by the compounding overwhelm from new concepts rapidly being piled on a shaky foundation.)

The solution is simple and sure. With a flexible-brain training we have engaged 100% of the kids we’ve worked with (nope, not just the few “smart” kids at the top of the class). In this process kids actually discover they’re good at math (using a system that frees the mind to be creative).

Flexible-brain training leaves the mind free to see solutions

With MathHacked, even little tykes put on the “I am Smart” label from Day One. Quickly, they are able to jump between operations in their brains, and by the time they know ALL their times tables–i.e., the math facts pop out without thinking–their minds are free to notice that they already know their division facts. Division is NOT a whole new mountain to climb. It just takes a mind that’s free to be flexible.

With this solid foundation in place (math facts solid, flexible brain and “Dang, I’m smart!”), our experience is that kids are able to take off on their regular math lessons independently. They want to. They are their own tutor.

Just like they know they can figure out electronics, they KNOW they are good at math.

It is hard to understate the power of really believing you can do something. How far reaching it is, and how it spurs a person on to greatness, passion and mission.