The mathematical material for the first gade comprises everything that is in the official curriculum for the first and second grades of other schools. A part of the material for third grade is also included. The whole material is divided up, according to its functions, into six themes, each theme is studied in the following four stages:

On the first day that the math lesson is to begin, there are picture posters hanging in the classroom depicting the most essential problems. The teacher does not call attention to these posters because they are to be used as part of a method of indirect assimilation. The most essential of the new themes is first given in theatrical, operatic or recital-like scenes. These have been prepared in advance and have been filmed or video-taped. The mathematical examples do not intrude on the performance. These examples come into operation at the peak emotional moments of the performance. An illustrated booklet containing the story of the performance has been read the previous day.

On the following day, the children re-tell the plot of the performance, never failing to mention the didactic problem included in it as the means of unraveling the plot. Then a song is sung or a poem is learned by heart; the song or the poem contains an essential variant of the mathematical example given in the performance.

On the following day (during two class periods) the whole theme is given in a generalized way. The lesson begins by going over the plot of the theatrical performance and the didactic songs and poems. Following this the teacher begins the phase of didactic games.

In the next few days (one period per day), the children deepen their knowledge and develop their abilities at solving creative tasks through a variety of guided exercises. Short control tests are given periodically to determine the degree to which the material has been mastered and what extra help is necessary for the different students.

The Second of Six Themes Begins After Mastery of the First

The teacher goes on to the next theme only when the control tests show that the pupils have mastered, on an average, 70 or 75 percent of the material.

Of essential importance is the ability of the teacher to suggest to the students, through her conduct, that the material is extremely easy to master. Homework is not usually given because it suggests that there are many difficulties to master and because through homework, parents are inclined to force their children to learn. This is not to suggest, however, that parental involvement is not important; nothing could be further from the truth. Parents must be educated as to the best ways to help their children.