With copious amounts of written material now also being within fingertip reach of not just math students but all students of any age, it seems that the once time honored adage “repetition is the mother of all skills” has flown out the window along with it being, an all essential element for success in any field of life.

However, in order for all students, parents, teachers, grandparents etc. to learn anything in order to pass it on to others the core skill which in this particular case, refers to mathematics skills, cannot and must not be removed from any topic.

A valid point needing to be seriously considered as declining standards of math in both the USA and Australia would indicate along with a suggestion also, that this relatively new approach has not worked nearly as well as everyone involved either with it’s conception or implementation of it, would have hoped.

So what happened?

In what has been an uncomfortable oversight, the problem lies with the very basic and fundamental assumption that all math students, at least by the end of the 6^{th} grade, already possess the elementary skills that are required in order to solve and progress past, the math problems mandatory for the 7^{th} Grade.

What needs to be clearly understood is that in the study of mathematics, it is not at all possible to “operate outside of the square” unless of course, the student and or students have gained proficiency in* all *the skills that are contained within the square itself.

What does that mean?

It simply means that unless a mathematics student is accurately able to calculate for themselves, the perimeter of say a large paddock, they will never be able to accurately calculate for themselves, the amount of wire that is required to fence the paddock.

When students entering High School find themselves placed in the lower math grades of year 7, it sends the wrong message to the student in that all too often the student will subconsciously see themselves as being a failure and not the student who, through no real fault of their own, has failed to grasp in either one or more areas, the basic fundamentals needed to succeed in Year 7 math.

For all too many of those students faced with such a dilemma, it can mean the beginning of the end emotionally, socially and academically. But that isn’t where the real tragedy is with the short-term problem listed below, festering into a major long-term problem if not dealt with very early on in a student’s High School years.

Through plummeting levels of self confidence and a growing non belief in their own ability to learn, too many of the students adjust by tagging themselves with a derogatory name before settling for far less than what they are truly capable of achieving hence the need that exists to oust if only in part, the new and combine what is left with the old method of learning.

Repetition of the basic math skills needs to be reinstated to it’s former status as a key factor in the link-wheel of learning for any math topic and at any level of math topic being studied by the student, the parent or the teacher.

What needs to also be realized is that repetition is a skill needing to be practiced to the point where it becomes a reflex action, an instant “click into gear” reaction to the math problem at hand and when it does happen, belief in a student’s ability to achieve rises, hence the foundation of which math confidence is based.

It doesn’t matter how unsuccessful a student has been in the past or in fact if the student feels ready to learn over again a particular math skill with the important factor being, their commitment to try without feeling incompetent in the process hence the need to choose wisely when it comes to any tutor or tutoring facility.

To that end early gratification goes a long way when a student finally sits down to complete that very first lesson, a make or break lesson for both student and tutor.

The good news is that such a systematic method of tutoring exists!

A step by step no nonsense yet very simple math approach to assisting all math students that an exceptionally high achieving math student himself has managed to implement and achieve (in 1970 he was awarded Straight Distinctions in Pure Mathematics which was at the time, the highest award given by the University of New South Wales)

A system that, the master math tutor continues to work tirelessly towards due to his unfailing belief that every student has the potential to be a genius coupled with his insistence that each math student be given a level playing field from which to learn.

A math tutor on a mission to inspire math students worldwide to achieve to their potential using a unique methodology of teaching that he developed back in the late 1970”s, a system that has seen hundreds of his ex math students achieve outstanding levels of success across many industries and technological fields.

Robert Ollis has successfully leveled the playing field for math students worldwide with his easy to follow math skills development tutorials and his math worksheets that take the student to new levels of self confidence and self belief in their own math ability.