From a cultural and historical perspective, in many Asian countries, the abacus holds significant cultural and historical significance. For centuries, it has been used as a tool for calculation and mental arithmetic. Abacus and mental arithmetic are not just mathematical skills but also a part of cultural heritage. It is reflected in the historical emphasis on foundational education and comprehensive development in the education systems of the past, as well as in the expectations and support of parents for their children's learning. As a result, abacus education continues to be widely accepted and runs parallel to mainstream education in extracurricular settings.
Asian education systems often emphasize mastering basic mathematical skills and concepts from an early age. Many parents believe that abacus and mental arithmetic benefit their children's cognitive development and future academic success. This cultural emphasis on education motivates students to learn these skills in elementary school. However, with educational reforms and increasing academic pressures, many students may abandon the deeper study of abacus and mental arithmetic upon entering junior high school.
In contrast, the education system in the United States prioritizes diverse and personalized learning approaches. Educational priorities and curriculum standards may focus more broadly on educational goals such as critical thinking, creativity, and interdisciplinary problem-solving skills. This diversity allows for the coexistence of various educational methods and philosophies, which may lead to fluctuations in the adoption and duration of specific educational practices like abacus and mental arithmetic.
In addressing these differences, teachers play a crucial role in the process of tailoring education to individual students. It is particularly pertinent when older students revisit fundamental arithmetic principles and abacus mnemonic techniques. Therefore, teachers must understand each student's learning style and proficiency level to customize their teaching plans accordingly. For instance, for students who have shown interest in mental arithmetic, more challenging problems can be provided, and opportunities for accelerated advancement and participation in competitions can be arranged. Personalizing instruction in classes with a large number of students poses a significant challenge for teachers.
Moreover, creating an engaging and challenging learning environment is essential. It includes using multimedia resources, gamification, and group collaboration to capture students' attention and enhance their learning motivation. The Chinese American Abacus Association has developed multimedia applications such as Dictation and Flash Mental Math for student use. During the pandemic, ZOOM and ClassMarker software were used in cities worldwide for World City Cup Abacus, Mental Arithmetic, and Mathematics competitions.
In addition, the Chinese American Abacus Association offers basic teacher training opportunities for students in 9th grade and above, encouraging them to apply their learning in practice. For example, they can promote abacus and mental arithmetic culture in the community, assist in teaching at Chinese schools, or volunteer at organizations like Friends of Children with Special Needs to teach abacus to young children. These activities can stimulate students' interest in learning and enhance their leadership skills and sense of social responsibility.
The development of modern technology has brought new possibilities for tailored education. It is understood that there are no specialized artificial intelligence tools specifically for abacus and mental arithmetic training. However, some applications cover aspects of mental arithmetic and calculation exercises. Examples include online courses and tutorials, mathematical applications that enhance mental arithmetic skills through daily challenges and practice, abacus simulation software (although not AI-driven, some simulate abacus operations and provide interactive training), and educational websites that may have dedicated sections or modules focusing on mental arithmetic. Customized educational software is also developed by specialized abacus education institutions or training centers, designed specifically for teaching abacus and mental arithmetic techniques. These tools expand the teacher's toolkit.
I hope the appropriate AI technology can provide virtual simulations of abacus operations but also aid students in quickly mastering skills through mnemonics and memory prompts. Personalized learning recommendations and interactive instructional explanations can tailor educational support to each student's learning progress and needs. Even supervise and correct students' bead manipulation techniques through video cameras. These technologies can enhance teaching effectiveness and stimulate students' interest and motivation in learning. The key is integrating artificial intelligence into teaching practices to supplement and strengthen the imparting of traditional skills rather than replacing them. It depends on the training models and data repositories of artificial intelligence.
Different regions' education systems also demonstrate diversity and cultural characteristics in abacus and mental arithmetic instruction, reflecting their respective teaching philosophies and the impact of globalization and cultural exchange.
In summary, tailored education embodies the trend toward personalized development in education. By understanding students' needs, stimulating their interests, and leveraging advanced teaching technologies, including potentially future artificial intelligence-driven abacus teaching and management software, we can better design teaching strategies to promote each student's personal growth, unleash their potential, and foster learning success.
(This is speech by Ms. Huey Chiang Huang at the Academic Exchange Meeting for Abacus and Mental Arithmetic Teachers of WAAMA on July 16th, 2024 in Changchun, Jilin, China.)