Teacher Testimonials

Teachers

"As a Grade 5 & 6 teacher at a private school in Toronto, Canada, I have been using the JUMP Math approach and materials for four years and have been seeing increasingly amazing results. Recently, every child in my Grade 6 class, who also used JUMP Math in Grade 5, scored between the 91st and 99th percentile on the American Test of  Mathematical Ability (TOMA). Results on the Canadian Test of Basic Skills (CTBS) were similarly striking, with over half the class above the 95th percentile. On unit tests, this entire class scores consistently over 85%. Test scores only tell one small part of the story, however. These children love math! They are open and excited about Math lessons, readily participate and consistently use the language of conjecture and theory when offering math solutions. Because all students are excelling in math, I am able to move more quickly through units than I could before using the JUMP Math approach. The bell curve has been eliminated, so all students are able to engage concepts at a high level. This is a benefit to all the students, especially those who used to score at both extremes of the ability spectrum."
- Mary Jane Moreau, Toronto Teacher

"Carleton Village students are making excellent progress… students who were doing very poorly in math now love the subject and eagerly await their next session. Their teachers often comment on the confidence the students have gained and the improvement they have shown in their daily work — all because of JUMP."
- Toronto Principal

"As of the first term all my grade 6 students and all my grade 7 students have earned honours standing (A or 80%+) on their report card. I have never had this success before and I desperately wish I could transfer this to my grade 9s!"
- Edmonton Teacher

"I’m really good at JUMP math,' says a grade 3 student who often has difficulty focusing and organizing his work. 'Oh, that’s easy. You don’t have to help me,' says another who regularly attends Learning Centre and often has difficulty retaining concepts. He beams, 'I got it right!' And his confidence soars…As a teacher, I have observed, learned and been a part of the JUMP math program for more than one term …It turned out to be a gift to me and to my students. Their confidence is bursting. They know they are good at math! …Their ability to concentrate and focus has improved. It has taught them to organize their work and thought processes. They feel like they are mathematicians! They enjoy having the tutors come in to check their work and feel very special to be able to show their accomplishments to others. My experience with JUMP has made me look at my own teaching and has helped me remember the importance of teaching by breaking material into steps and building a solid foundation of knowledge. It has reminded me to consider the  way in which children think and view concepts, and teach with that in mind."
- Toronto  Teacher

"I wish to commend John Mighton's JUMP Program and his army of socially-conscious volunteers. …Research has informed us that the group of children who are classified as 'deprived' benefit from small group instruction. A teacher is not able to provide the necessary instruction and adult mentoring to give such students a 'hand-up. John Mighton's JUMP Program is the answer to a committed teacher's prayer. …The positive effects of all this academic activity in our school has seeped out into the community — a community which seems to feel somewhat neglected and marginalized. …Force is measured in Newtons. Positive social force might well end up being measured in Mightons."
- Toronto Teacher

"Research compiled in a book called, How People Learn - Bridging Research and Practice, [National Research Countil, July 2004] cites, 'To develop competence in an area of inquiry, students must a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application', supports the design of how JUMP Math is taught. [JUMP} is designed by a mathematician who has an in-depth understanding and who knows how to transfer factual knowledge into useable knowledge. John [Mighton] sees the patterns, relationships, or discrepancies that are not apparent to novices. His expertise allows him to identify what is relevant and subsequently organize the mathematical information into conceptual frameworks that allow for greater student transfer.
Working with JUMP Math has increased my abilities in math! JUMP Math is brilliant! It Works! Kids and adults working with it LOVE it!"
- Toronto Principal

“I have seen the results. NO OTHER programme has hit the mark in all the years I've been teaching. It IS good and it IS good for kids.”
- Ontario Teacher

“JUMP math is pedagogically sound and ensures suceess in all students. I finally see the 'aha' when students to this program. They find it motivating, beg to do more math and are challenged without being frustrated. [It] is the antithesis of 'fuzzy math'.”
- Vancouver Teacher

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