Our Teaching Methodology

Our teaching methodology is centred around maximising our student’s learning potential and ability to master numeracy concepts. It stems from appreciating the unique developmental pace of each student. Young children may struggle with numbers and concepts. Thus, one of our core strategies is to make learning fun.

We have retained the mathematical efficacy of the traditional abacus and created a contemporary approach to teaching it so that it interests young learners and is beneficial to them.

The following teaching methodologies are also incorporated in our programme so that you can be assured our programme is aligned to contemporary educational practices.

Engaging Teaching Methods

Young children find our teaching programme easy to understand because we personalize it in the form of a storyline using terms they can relate to. The abacus becomes their “friend” with terms like “starting point,” “neighbour” and “buddy”, “mummy finger”, “daddy finger.” This makes it easier for young kids to grasp abstract concepts.


Our programme is student-centred because we believe each child learns at a different pace. We respect that and cater to their learning pace instead of the traditional classroom approach where each child is expected to learn the same concepts at the same time.


Students who can grasp and understand the abacus and anzan levels move on to the next level instead of waiting for other students. Students who may need more practice and time are also not pressurized to follow other students’ pace.

This form of learning makes our programme very flexible and personalized to maximise student’s potential and achieve optimal learning outcomes.

Learning is a Generative Activity

Our abacus classes are active and engaging where students constantly practise what they learn. Research studies, notably by psychologist Rich Mayer show that people gain expertise by actively practising what they know.

When a numeracy concept is taught, the student practises in class and is given homework to master it. Our teachers can then gauge whether the child has understood that specific numeracy concept.