WHAT MAKES CHRIST-CENTERED MATH
"STAND OUT" FROM OTHER PROGRAMS?

What makes Christ-Centered Math so unique? In contrast to tacking on a Bible verse here and there to basically secular materials, as is typical, our program is derived from mathematical truths rooted in Scripture. What do we mean by that? For a moment, let's look at examples related to concepts taught in Christ-Centered Math's Levels A and B.

NOTE: All four mathematical operations (addition, subtraction, multiplication, division) will be discussed. Christ-Centered Math covers addition and subtraction from both a biblical and academic perspective; Professor B's Mathematics Power Learning for Children (Levels I-III) covers all four operations through computational skills. (See "1st-6th Grade Curriculum," items 423-433).

Did you know that all four mathematical operations are recorded in the Genesis 1-2 creation account? For example, God made a day and he divided it into evening and morning. He made one day; then He added something to it. He commanded animals to multiply upon the earth, adding numbers of "like things" to His creation. He subtracted a rib from Adam; then He added another human, Eve.

Mathematically, addition is the basis of all other operations. So we start there. The first thing God did was to add something to the nothing that existed-the heavens and the earth (Gen. 1:1). His first act was one of addition. Addition is generally used in connection with added blessings, usually a result of obedience. However, sometimes the term add has an undesirable connotation such as when God adds a curse as a result of disobedience. Addition and subtraction are operational inverses. Inverse means "reverse order." In other words, it is a doing/undoing relationship.

Addition is related to multiplication in that multiplication is simply a quick way to do addition. For example, when we say "3x5," all we're saying is "3 added together 5 times" or "5 added together 3 times." Multiplication is based upon addition. Therefore, scripturally speaking, it too is viewed in terms of blessings. An example of this is God's command to "be fruitful and multiply" to fill the earth. God multiplied His creation in the initial six-day period. Now we are commanded to imitate what He has done, in obedience to His law of replenishing His kingdom and exercising dominion over it.

Division is related to multiplication in the same way subtraction is to addition. In division, you unmultiply. In other words, you split up what has been multiplied. Division implies a result. For example, God's division of mankind at the tower of Babel was a result of disobedience to His law. (For a treat, use a concordance to look up all the instances of God's exercising His mathematical laws in the basic operations.)

Mathematics, then, demonstrates that God has given law with blessings and curses. Addition and multiplication are generally related to blessings as a result of obedience; subtraction and division are often related to curses as a result of disobedience. Isn't it wonderful how our great God uses things we understand as lessons to describe His nature?

We can also see God in the mathematical notion of place. Just as God designed a dwelling place for Himself-the tabernacle-so He designed a dwelling place for numbers. The mathematical notion of place is the understanding that numbers make sense only in their notational context. In other words, just as a string of words in language means nothing without grammar and syntax, so place value determines the meaning of numbers in notation. This is the "decently and in order" principle (1 Cor. 14:40) which is the key to the placement of numbers in their meaningful context. Furthermore, in place value, you have the recognition of the cyclical nature of numbers in the cycle of the moon, year, and seasons-all God-ordained according to His law. From the position of convenience, as well as reflecting order in the universe, we need to realize that numbers do occur in patterns and cycles.

God's nature is also revealed through the patterns and cycles of fractions, time, and money. Fractions are essentially division problems. Fractions take a whole and divide it into parts, whether it's one pie divided into eight pieces or one apple divided into halves. This simply reflects that wholes are made up of parts. This is reflective of God's unity and His plurality-three Persons in one God. From the tiniest created thing to the grandest, we find so many parts to the whole that man can't enumerate them all!

That aspect of God's creation which we call time, we also enumerate. We divide it into parts of the whole. Time is created by God with a beginning and an ending. However, God does not reside in time, which is the passage of one moment to the next, measuring the duration of actions. Time deals with God's plan for the universe. He works all things after the counsel of His own will (Eph. 1:11). Measurement and passage of time are constant reminders that man is not autonomous. God appoints the time of our birth and time of our death (Heb. 9:27). We cannot escape time. God expects us to look at its patterns and use it His way and for His glory! Like the Psalmist, we should exclaim, "What is man that You are mindful of him . . .? As for man, his days are like grass; as a flower of the field, so he flourishes" (Ps. 8:4; 103:15).

Money is another part of God's creation which we enumerate. Money is simply an application of quantity and quality to the things God has made. It is related to weights and measures which are numerical qualities of physical objects. In the Scriptures, money is derived from the weight of a valuable substance. Silver, gold, and copper are the metals valued highly enough to be used as coinage. The whole point of a coin is that it is the value of that weight of that particular precious metal. Money is necessary to the functioning of a commercial economy (viz., the accepted value of different animals as sacrifices in Levitical law). Gold and silver are seen as being created by God for use as money. Our modern notion of money being backed by the state is not found in Scripture. Correct use of money is one aspect of exercising dominion for Christ.

Everything in God's creation has numerical quality, its little mathematical tab. Applying mathematical principles and operations practically in God's universe helps to fulfill His commandments to use all things lawfully. Solving word problems by taking the tools of math and applying them to practical situations is a major way of accomplishing that objective. Such an understanding is required for the exercise of wise stewardship over the resources God has given. If children have nothing but math facts in their heads and don't learn to apply these in a godly way for godly purposes, their knowledge is useless.

Note: The examples of mathematical roots in Scripture are excerpts from Doreen Claggett's Never Too Early, Chapter Five, pp. 113-118. Her book is item 100, and can be located under "Resources for Family Growth."

Now that we've covered some examples of mathematical roots in Scripture, how does that apply to teaching Christ-Centered Math? In simplified form, those same principles are woven into the curriculum "precept upon precept, line upon line, Here a little, there a little" (Isa. 28:10). In addition to such precious truths, children will study godly character traits related to ten animal number families, as taught through the delightful "Christ Centered Animal Stories" CD (item 405), Math Flashcards set (item 404), and Math Lessons Guides A and B (items 400 and 402). The character qualities are as follows: Generosity (One Penguin), Flexibility (Two Deer), Loyalty (Three Bear), Orderliness (Four Beaver), Courage (Five Skunk), Decisiveness (Six Badger), Joyfulness (Seven Chickadee), Responsibility (Eight Crow), Endurance (Nine Squirrel), and Determination (Ten Moth).

Academically, after completing Levels A and B, students will count by 1's, 2's, 3's, 4's, 5's, and 10's; recognize numbers to 1,000; understand greater than/less than to 999; identify missing numbers in sequence; read and write numbers (numeration); do word problems; understand place value (1's, 10's, 100's places); comprehend simple fractions; tell time (hour, half hour, quarter hour, 5 minute increments); understand the proper use of money (pennies, nickels, dimes, quarters, half dollars, dollars); and proficiently know the 1-18 addition/subtraction number families plus 2- and 3-digit addition/subtraction.

If you're concerned that such a high quality program might be too challenging, please read on.

As Christian parents and teachers, we can all agree that when it comes to spiritual truths, we ought to be teaching God's precepts from a very early age, when a child's value base is first beginning to develop. And we must do so over and over. Why? Because children don't "get it" the first time, and even if they do, they easily forget. If they do happen to remember, their sin nature will quickly tempt them to choose to forget. If a child is prone to forget, should we then stop teaching godly values because we feel "It's too hard . . ." or "They'll never get this . . ."? For example, if some little children are consistently mean to one another, in spite of frequent godly admonitions, should we simply quit teaching Ephesians 4:32 for awhile, and let them beat each other up in the meantime? The answer to that is obvious: "No way!"

Academically, the same principle applies. If we stop exposing our children to concepts beyond what their performance can currently measure, we run the risk of stifling their development. God has built into our children's minds "little computers" which will be with them all their lives. Therefore, we should stretch those "computers" because they have a far greater capacity than what they're using. In other words, we should keep entering information; it is processing. Some day, when the right button is pressed, the Lord will cause those "data entries" to pour forth.

Don't be afraid of touching on the infinite! Although little children are not as conceptually mature as adults, and need lots of concrete examples, they have more of a capacity to learn than adults do. For example, God has given them the ability to acquire an unknown language with a speed that would make adults envious. They are masters at compiling information and drawing conclusions. Long before they can talk, they can discern relationships between objects, people, sounds, actions, stimulus, and responses.

The relationships just mentioned are based on the experiences children have. Some relationships are understood quickly, but others come more slowly, and only after repeated exposure. In teaching any mathematical operation, we should therefore expect students to catch on to the "how to's" long before understanding the "whys" and "wherefores." That is very normal. This is a problem that will follow math students all their lives. We should faithfully keep on teaching because we're trusting God, the Teacher of All Knowledge (Ps. 94:10), to cause understanding to "click" according to each child's perfect timetable.

Our world has trained us for mediocrity. But we have an opportunity to train children to strive for excellence because this is what God expects, for it is He who has given each child the capacity to reach and to learn. For us to train little ones to simply "get by" with what their peers are doing is probably looked upon by God with as much disdain as the one who buried his one talent. God has given young children minds capable of tremendous accomplishments! If we fail to help our students develop such gifts, He could end up recalling them. (This follows the "use it or lose it" principle.)

In closing, math is truth, because God made it that way. It is something you can always rely on. So we hope you will enjoy the concreteness of math, and pass that joy on to your children! God's creation is so reflective of His grandeur that it ought to bring us all to our knees shouting: "You, LORD, have made me glad through Your work; I will triumph in the works of Your hands. O LORD, how great are Your works! Your thoughts are very deep" (Ps. 92:4-5).

If this birds-eye view of God's number system has excited you as much as it does us, then Christ-Centered Math is the RIGHT CHOICE for you and your family!