The MAGRID Program
What To Expect
What To Expect
Early Math Foundation
Early Math Foundation
Magrid’s training activities are designed for the major building blocks of early mathematical development and can be categorised into two main classes: visual-spatial and numerical tasks.
Visual-spatial tasks
Visual-spatial training activities in Magrid are focused on different tasks targeting a wide range of different aspects of visual and spatial abilities including:
- Visual perception
- Visuo-motor integration
- Spatial visualization
- Mental rotation
- Pattern recognition and structure
These types of tasks require visual processing of information, a motor output, and the coordination between the two that improve children’s visual-perceptual abilities and fine motor skills.
Numerical tasks
The number-specific tasks target different aspects of basic math competencies and are based on the psychological developmental model of numerical cognition (Aster & Shaley, 2007). Aspects can be divided into 4 subcategories:
• Non-symbolic numerical skill – the knowledge and capability of differentiating quantities;
• Symbolic comprehension – the knowledge of numerals and visual numeral forms;
• Translation between different numerical representations (“mapping”) – the knowledge that O O O, 3 and the word “three” all contain the same numerical representations and the same numerical information;
• Sequential number knowledge (the order and placement of numbers)
All training activities have been designed and developed based on the latest research findings in early childhood development and educational sciences (for further information see research findings)
Visual-spatial tasks
Visual-spatial training activities in Magrid are focused on different tasks targeting a wide range of different aspects of visual and spatial abilities including:
- Visual perception
- Visuo-motor integration
- Spatial visualization
- Mental rotation
- Pattern recognition and structure
These types of tasks require visual processing of information, a motor output, and the coordination between the two that improve children’s visual-perceptual abilities and fine motor skills.
Numerical tasks
The number-specific tasks target different aspects of basic math competencies and are based on the psychological developmental model of numerical cognition (Aster & Shaley, 2007). Aspects can be divided into 4 subcategories:
• Non-symbolic numerical skill – the knowledge and capability of differentiating quantities;
• Symbolic comprehension – the knowledge of numerals and visual numeral forms;
• Translation between different numerical representations (“mapping”) – the knowledge that O O O, 3 and the word “three” all contain the same numerical representations and the same numerical information;
• Sequential number knowledge (the order and placement of numbers)
All training activities have been designed and developed based on the latest research findings in early childhood development and educational sciences (for further information see research findings)
How Administrators, Educators, and Teachers use Magrid
Teach
Teach using your own existing math curriculum and methods
Practice
Have students practice activities in Magrid to reinforce the concepts learned and to build fluency
Assess
Magrid identifies gaps and areas to focus
How Parents Use Magrid
Students whose parents are actively involved in their children’s education have higher grades, better social skills, and better attendance. Just 15 minutes a day for 4 days a week of the fully digital Magrid program gives all 3-9-year old children, including children with special education needs the boost they need to close learning gaps and have an equal opportunity to learn.
