The º¬Ðß²Ý Method started from a parent’s love for his child.
In 1954, Toru º¬Ðß²Ý, a high school maths teacher, found that his son in Year 2 primary school had done poorly in a mathematics test. Slow, imprecise calculation skill was the reason. This concerned Toru º¬Ðß²Ý as a parent, and as a mathematics teacher. He had taught many high school students who struggled with mathematics for the same reason.
Toru º¬Ðß²Ý began to hand write worksheets so his son could practise calculations by himself for half an hour every day. Day after day, Toru º¬Ðß²Ý carefully matched the content to his son’s improving ability. Soon, his son progressed beyond school grade level.
By the end of primary school Toru º¬Ð߲ݒs son could solve calculus equations. Encouraged by his son’s progress, in 1958, Toru º¬Ðß²Ý released the º¬Ðß²Ý Method of Learning.
At º¬Ðß²Ý, learning is individualised.
In º¬Ðß²Ý, worksheets are matched to students’ current ability. The most advanced students are extended and the least advanced supported. Each makes progress at their own pace, not bound by age and school grade.
Today, more than 4.2 million students, in over 60 countries are learning through the º¬Ðß²Ý Method.
The º¬Ðß²Ý Method was born from a parent’s love for his child.
In 1954, Toru º¬Ðß²Ý, a high school maths teacher, found that his son in Year 2 primary school had done poorly in a mathematics test. Slow, imprecise calculation skill was the reason. This concerned Toru º¬Ðß²Ý as a parent, and as a mathematics teacher. He had taught many high school students who struggled with mathematics for the same reason.Â
Toru º¬Ðß²Ý began to hand write worksheets so his son could practise calculations by himself for half an hour every day. Day after day, Toru º¬Ðß²Ý carefully matched the content to his son’s improving ability. Soon, his son progressed beyond school grade level.
By the end of primary school Toru º¬Ð߲ݒs son could solve calculus equations. Encouraged by his son’s progress, in 1958, Toru º¬Ðß²Ý released the º¬Ðß²Ý Method of Learning.
At KUMON, learning is individualised.
In º¬Ðß²Ý, worksheets are matched to students’ current ability. The most advanced students are extended and the least advanced supported. Each makes progress at their own pace, not bound by age and school grade.Â
Today, more than 4.2 million students, in over 60 countries are learning through the º¬Ðß²Ý Method.
The º¬Ðß²Ý Method has four key aspects.
Click on the headings to learn more about each one.
When students advance ahead of school grade level in the º¬Ðß²Ý worksheets, they learn for themselves what they are yet to be taught at school. When they encounter something new, they study the example, draw on previous learning and give it a try. Students try, and try again, until they finally get it, sometimes with a hint from the Instructor.
º¬Ðß²Ý Instructors discover and draw out the potential of each individual student. They achieve this through observation of each student, paying careful attention to the skills the students demonstrate. Instructors create an individualised study plan for each student and provide effective support to ensure the student always studies the work they are ready to learn next. Instructors track and acknowledge each individual student’s growth, offer praise and encouragement, and provide regular progress updates.
When students advance ahead of school grade level in the º¬Ðß²Ý worksheets, they learn for themselves what they are yet to be taught at school. When they encounter something new, they study the example, draw on previous learning and give it a try. Students try, and try again, until they finally get it.
º¬Ðß²Ý Instructors discover and draw out the potential of each individual student. Our Instructors achieve this through observation of each student, paying careful attention to academic ability and personality. Instructors then provide effective support to ensure that a student always studies at the ‘just-right’ level. Instructors track and acknowledge each individual student’s growth, and offer praise and encouragement.