Success stories

Stunned Parents and Teachers

It is now almost two years since I started using the Stern maths materials (after attending your training) with some children with learning difficulties.  The progress which I have seen is unbelievable. We started with the first book, and have now worked our way through it, almost reaching the end of the third book.  The children are confident with the materials, enjoy using them and look forward to the sessions.  Parents and teachers are stunned by the progress with these materials.

July 2010 - SENCo Yesodey Hatorah School, Hackney

Autism and Stern

I started using Stern’s Structural Arithmetic with two boys in January 2008.  One boy has severe global delay and very little expressive language and the other is severely autistic. They are aged 9 and 8. Previously both boys would join in number rote counts and join in number rhymes with help but had no basic understanding of abstract mathematical concepts.

Since the introduction of the scheme, there has been a marked improvement in both boys understanding. In the first case the boy is able to manipulate the blocks and place them vertically in their assigned place (At first they would be placed horizontally and it took a good month to teach him to do it correctly). Now he recognizes the order they should be in and can match them to their twins.

With the autistic child who is a visual learner, he has moved very quickly through the first level and has developed an understanding of before, after, bigger, smaller, ordering,  patterns and using blocks to make 10’s.  He has now put number names to the blocks and has developed an idea of addition to 5. It has been necessary to model activities to learn the language, which for him is particularly difficult, and through his actions rather than the use of language we can monitor his progress.

Both boys are developing a fundamental understanding of Arithmetic concepts which were lacking previously.  It has also helped with their fine-motor and thinking skills

June 2010 - Twitter

We agree with Rome

Just to say I agree wholeheartedly with Penny's comments. Vikki, sorry I have been too busy to give you any feedback, but Penny is right, Angela's doing amazingly well with Stern. And she really enjoys it. We aim for about 20 mins of Stern at least 3 times a week at home (generally starting with number bonds to 10 and 20, then +1,-1, +2, -2 and perhaps a couple of more difficult/newer things like addition/subtraction across decades etc.) Angela hardly ever refuses/has to be coaxed into it. So, thanks very much for having introduced it to us!

March 2010 - Ramani - Happy Parent

Stern in Rome

Here is a short account of my views on Stern Maths that we have used so far. Please feel free to use it in any way you wish, I realise the more publicity gained for Stern the better for us all!

We started using Stern 6 months ago and our young learner (8yrs with Down Syndrome) has shown some remarkable developments in her understanding of Maths skills and concepts already.

The Stern scheme takes a wonderfully practical and ‘hands on’ approach to Maths.  This has helped to create visual understanding followed by conceptual understanding, and in the majority of topics our student has achieved such a solid grasp of what she is doing that she is regularly able to complete assessments without apparatus. 

As the scheme is so visual her working memory and her long term memory have both been stimulated and with regular reinforcement she is retaining the concepts and strategies over a greater period of time, and then building upon this knowledge.

Of particular note is the students newly found understanding of Mental Maths strategies.  The chapters on ‘adding 9’ were a resounding success (we are about to begin ‘adding 8’), she has retained number bonds to 10 and 20, and is using addition skills when moving through the decades with ease.

We have also found that skills learned through Stern can be applied to the traditional classroom Maths text book giving our student access to mainstream Maths, which is an obvious bonus.

The young learner herself is thoroughly enjoying the scheme, reaping benefits from the positive impact that being successful and achieving can bring.

Stern is a wonderful key to the Maths door way that is so often closed to many young learners.  I have found Stern a great success and I would not hesitate in recommending it to other schools/teachers who are looking for a visual and practical Maths scheme.

February 2010 - Penny Ferroni - Special Educational Needs teacher, Core International School, Rome

Specialist Learning Centre

I work in a small Specialist Learning Centre with children aged from 4 to 9 years old. The children in my class have moderate to severe learning difficulties. Amongst those children there are two children with Down syndrome one of whom also has ADHD, one child with Autism and the rest have global delay or are puzzling medics everywhere!

 All ofd the children have significant speech and language difficulties and we use a great deal of Makaton signing and visual prompts to support our communication. The children are all working within the mid to high P levels for all of the different National Curriculum. I have been using the Stern equipment with the children for roughly 18 months. The counting board is out in the classroom all of the time as part of our number area and the rest of the equipment comes out for specific teaching or for exploration.  Many of the children in the class have difficulties with dexterity and spatial awareness but the Counting Board and the Pattern Boards have helped them enormously.

 The children are taking on board the language that is associated with the lessons and the learning style and as well as using and responding to it in the structured sessions, they are demonstrating an understanding of the language by using it themselves in less structured activities. The children enjoy using the equipment and have built up a good understanding of how to use the Counting Board, the Pattern Boards and the number blocks. We do not use the equipment exclusively and we often combine our number work with other counting equipment. We generally work as a group to use the equipment although it has been used on a one to one basis.

 It has allowed me to assess through observation the children’s understanding of different mathematical concepts such as number order, size relationships and counting despite them not always having the language needed to convey understanding. Their cognitive development has been particularly easy to assess through their ability to problem solve with equipment such as the number bond trays and counting blocks and fitting the blocks in. we often do this activity as a class which also brings in turn taking. The children really respond well to the use of colour and the reliability of the different blocks fitting into their slots and holes.  Stern has provided them with a secure structured learning system where trial and error results in success. It has helped to improve their understanding of number, and sequencing, their counting skills, their colour recognition, understanding and comparing of sizes and their dexterity.

 The children like using the equipment, they like the practical and fail safe approach to learning. They enjoy the structured learning times (each for a different length of time!) but they also enjoy exploring the equipment in their own way, without boundaries. The most successful piece of equipment for both structured teaching and unstructured exploration so far, is the main Counting Board. Many of the children enjoy taking out the pieces, putting them in, taking them out again, putting them back in…! The children enjoy exploring addition by trying small blocks in large spaces. The wooden Pattern Boards are also excellent for similar reasons. The piece of equipment we use least is the pyramid of number bond 1 - 9 trays because the children are not yet ready for that level of working. However, I know that the equipment is still very effective. I simply cannot fault this system of learning for mathematics. It is interesting to look at and play with, it is carefully structured for specific learning, it uses small and simple steps for progression of learning, and it promotes learning in so many different areas of mathematics. The teaching book gives clear and easy to use lesson outlines, but the equipment is also flexible enough to be used in many other ways.

April 2009 - Specialist Learning Centre Teacher - Central Wiltshire

A Wonderful Difference .........

Thank you for your email, I have been using the materials mainly with my youngest son, william who is 6 years old. When he started using the mathsextra materials he did not like maths much and lacked confidence. He now looks forward to maths and especially using the mathsextra materials. His confidence has increased and he says he loves maths now. He has improved so much so fast I can hardly believe it, these materials are fantastic and the teachers workbook is perfect. His mental arithmetic is so good now I would say it is as good as his brother's who is 9 but I would not say that too loudly!!!

Thank you so much for these materials they have made a wonderful difference to my homeschooling.

February 2009 - Lucy Cutworth

Maths Groups and Stern Kit A

My work is predominantly with the children in the lowest Maths set of each year group, some of which have individual help from me as well.  However I want the Stern to become a whole class resource too.!!
I have been using the Kit A Stern with my individual pupils as well as  groups in Year 2 and 3. The tables have then followed on brilliantly  with the tables cards that I write out for them and I use these up to  Year 6!!!!
The Charlotte Clock again can be used effectively with Years 2 to 6  and it seems to really help their comprehension of time- I wouldn't be  without any of it!!!!

September 2008 - Charlotte banks - Felsted School - Competition Winner

Clayton Primary on the Charlotte Clock

We found the Charlotte Clock’s two types of clock faces really useful.  We really liked the flexibility to put one with the ‘whiteboard’ section up on the board and draw/write on it and around it, but also good to have a ‘real’ clock that kept proper time.  Teachers felt this helpful to reinforce the learning done in the lesson right through the day.  Good class work and SEN work.  The children found it helpful. There are lots of clues without being cluttered.  Nice and clear face.  Words on the clock hands are very helpful. The ‘Past’ and ‘To’ was helpful because children find that confusing. 

 Worksheet’s has a focus on SEN so would have liked some worksheets for whole class work. E.g. a page of blank clock faces to photocopy for class use and for more able children, some problems to solve for example “If I get on the bus at 10 o’clock and the journey takes 20 minutes, what time will I get off?”

 The Charlotte Clock is used with whole classes (30 pupils) in Yr 4 and Yr 5.  A supply teacher has also used it with a Yr 3 class and she commented that she found it a very useful visual resource for that age group.

 The SEN work was undertaken by support staff with small groups of children.  The children liked the way the clock helped them to understand the analogue dial.  Children nowadays have digital watches and they find it difficult to understand how 2:40 translates to a clock face.  The numbers on the clock helped them.

 Would also find it useful to have more practice clocks.

 Thanks so much for the loan of this great piece of equipment.  Staff felt it was a very useful, flexible, durable resource.

July 2008 - Elaine Schack - Clayton CofE Primary School

Stern Maths - William Reed aged 13

William was working within the P levels for maths when he came to Orlean Park last September. Vikki Horner came into school at the end of November to demonstrate the STERN materials. We have used them since then, and after assessment William is now working at NC1.

Will’s Progress

Will has come along extremely well since starting on the Stern Maths programme, before we started using this programme Will found it quite difficult to conceptualize number.

He found addition and subtraction extremely challenging and his sequencing of numbers was fairly weak.

Having used the Stern Maths programme for 3 lessons a week in school, and at home, Will has made significant improvement.

Will’s sequencing of numbers has greatly improved although he still has a tendency to rush through counting 1-10 and therefore make mistakes. However, if Will is encouraged to take his time, his counting is usually very accurate and can go beyond the 1-10 counting.

Another significant improvement has been in his written use of number as we have started to use the Stern pupil workbooks (Book 2). Will enjoys using these books as they allow him to work independently. He also enjoys having his work marked as this helps to give him a real sense of achievement.

The kit has also had a positive impact on Will’s hand-eye co-ordination and spatial awareness. The structural nature of the kit has aided this.

The way the kit progresses from the simple lessons at Level 1 (STERN) up to the equation forming of Level 3 (STERN) has been a fantastic learning curve for Will.

The pacing of the lessons is superb, allowing Will to return to and repeat lessons that he is familiar with and to incorporate new mathematical concepts such as ‘odd’ or ‘even’ numbers.

The improvement that Will has made by using the Stern programme has been fantastic to see, I feel that the programme has been extremely useful and the lessons that are detailed in the teaching manual are thorough and Will responds well to them.

I have found the lessons detailed in the book extremely comprehensive and very useful. I have rarely had to adapt lessons, but some have proved more popular than others, in particular the ‘Snake Game’ has proved a particular favourite and is a superb way to either start or end a lesson, it is a fun ‘game’ that Will can play but it also encourages learning, relating numbers to blocks.

Another good way I have found of keeping Will focused and enjoying the kit is by playing a game of number snap, again this is a fun ‘game’ but an important way to learn. We have also made a game of snap with a picture of the pattern boards which is a slightly harder game but still a positive way to learn.

Using snap has also been a great way to involve other pupils in the lessons and allow Will to integrate and interact fully with other pupils.

I have also found that some of the tasks from earlier sections of the teaching manual such as filling the counting board or creating a staircase in the 10 box are great starters for lessons and are tasks that can be carried out independently while the rest of the lesson is being set up.

Overall I feel that Stern has been extremely beneficial and Will has made fantastic progress!

July 2007 - Paul Gilbert

I started using Stern’s Structural Arithmetic with two boys in January 2008.  One boy has severe global delay and very little expressive language and the other is severely autistic. They are aged 9 and 8. Previously both boys would join in number rote counts and join in number rhymes with help but had no basic understanding of abstract mathematical concepts.

Since the introduction of the scheme, there has been a marked improvement in both boys understanding. In the first case the boy is able to manipulate the blocks and place them vertically in their assigned place (At first they would be placed horizontally and it took a good month to teach him to do it correctly). Now he recognizes the order they should be in and can match them to their twins.

With the autistic child who is a visual learner, he has moved very quickly through the first level and has developed an understanding of before, after, bigger, smaller, ordering,  patterns and using blocks to make 10’s.  He has now put number names to the blocks and has developed an idea of addition to 5. It has been necessary to model activities to learn the language, which for him is particularly difficult, and through his actions rather than the use of language we can monitor his progress.

Both boys are developing a fundamental understanding of Arithmetic concepts which were lacking previously.  It has also helped with their fine-motor and thinking skills

May 2008 - Cynthia Jacobs - Kisheron Day School