This approach utilizes Algebricks colored rods, which are a model for the rational number system. There are 10 lengths of rods, each rod increases by a unit of 1, and each rod has a different color. The smallest rod is white, and the next rod is red. This alone is enough to generate multiple mathematical awarenesses. Students can begin by saying, "Two white rods are as long as one red rod." This statement can become, w+w=r, 1+1=2, 2w=1r, 1/2r=w, and so on. The language of mathematics is introduced after the students have understood what their rods have shown. The rods work for portraying "basic" math, as well as high-level situations such as Pythagorean Theorum.

Geometry has an additional tool called the Geoboard, which consists of pegs in a wooden board and colored elastics which can be stretched to form geometric shapes.

It is typically used with students of elementary school age, but is useful for any student of mathematics - especially those who want to solidify their math foundations. Students in Kindergarten or pre-school can begin with Gattegno Math Textbook 1. This book begins with sessions of free-play, which gets the students familiar with the colors and lengths, and possible uses. The sessions of free-play can carry on for as long as necessary. Gattegno Math Textbook 7 deals with such topics as permutations and combinations. This can be done in grade 6, although traditional education systems don't introduce it until highschool.

Yes! The rods can be used to illustrate any problem within the rational number system. For example:

A situation that generates awareness of Pythagoras' Theorum using Algebricks:

A situation that generates awareness of factorials:

A situation that generates awareness of fractions of fractions:

It is recommended that teachers and parents utilizing the rods for the first time do the exercises in the textbooks. This hands-on experience will give you much more information about the capabilities of the rods than an instruction brochure. That being said, there is supplementary guidance for parents and teachers. These books are called Now Johnny Can Do Arithmetic, and The Common Sense of Teaching Mathematics. These books are available for viewing in our Resources section, and are available for sale in the store.

Algebricks, also known as Cuisenaire Rods and Integer Bars, were invented in the early 1930s by a Belgian primary-school teacher named Georges Cuisenaire. His musical background gave him the notion of creating a sort of "mathematical keyboard." By using children's natural inclination to play, and providing appealing materials that demonstrate mathematical relationships, he found that children could understand mathematical concepts well beyond their designated grade level.

The rods were not widely used until Cuisenaire met Caleb Gattegno, a mathematics professor from the University of London, in 1953. Gattegno instantly recognized the rods' value, and immediately began dedicating himself to developing the uses and applications of the rods. He provided a new teaching approach and a completely revised curriculum for mathematics. He realized that children are capable of much more than was traditionally expected, and developed his mathematics approach accordingly.

Gattegno founded the Cuisenaire Company of England in 1954. The company grew, an office was opened in the United States, and soon the rods were being used on every continent (except Antarctica).

In the early days, it took an entire year to produce a shipment of rods. The rods were exclusively made from trees that grew at high altitudes in the Austrian Alps. The wood was then dried for one year, precision cut, stained, and then coated with a special non-toxic finish, which gave the rods a quality comparable to fine furniture.

Gattegno travelled the world demonstrating the rods, his own invention the Geoboard, and his approach to teaching. In every subject, Gattegno insisted that teaching must be subordinated to learning, and that children must be able to use their natural abilities. Providing a visible and tangible opportunity to learn about mathematics strengthens the students' visualization skills, and allows them to easily do mathematics in their minds. This is why the Gattegno method of teaching mathematics is called Visible and Tangible Math.