Jaritmatika Tutoring in Bali: Fingers First Then Let Go

Browse every private tutoring programme in Bali

• 01

  The Fingers Are an Aid, Not the Goal

  The skill being built is counting quickly and accurately, and the fingers are a route there. A child who has mastered the finger movements but cannot count without them has not reached the target.

• 02

  The Imagined Fingers Stage

  Once the movements are fluent, the child is asked to picture the fingers without moving them. This is the stage most often skipped, and without it the letting go never happens.

• 03

  A Limit With Large Numbers

  The method is strong within a certain range and slows down with large numbers. Column arithmetic on paper is still taught, because school questions require it.

• 04

  Multiplication Needs Two Routes

  Finger multiplication helps with some numbers, and memory of times-table results is still built. The two routes are used in turn, and the child picks whichever is faster.

• 05

  Understanding of Quantity Is Still Checked

  The child is asked to explain why the answer comes out that way, using objects where needed. Correct finger movements without an understanding of quantity produce a skill that collapses on word problems.

• 06

  Speed Is Measured, Never Forced

  Working time is recorded so progress can be seen, and the child is never asked to chase a particular number. Chasing speed before accuracy produces mistakes that stick.

1. Stage 1

   Finger Values and Basic Movements

   The value of each finger is set and the basic movements are practised until fluent. Practice is short and repeated, because what is being built is movement memory, and it grows from frequent repetition.

   • Value of each finger
   • Basic movements
   • Short repeated practice

2. Stage 2

   Addition and Subtraction

   Single-digit addition and subtraction are done with the fingers, with two-digit numbers following. Understanding of quantity is checked with objects at every new topic.

   • Single digits
   • Two digits
   • Checked with objects

3. Stage 3

   Imagined Fingers

   The child is asked to picture the fingers without moving them, starting with questions that are already very fluent. This stage is the bridge to counting in the head, and it is never skipped.

   • Picturing the fingers
   • Starting from fluent questions
   • Bridge to the head

4. Stage 4

   Multiplication, Division, and Letting Go

   Multiplication and division are done by two routes: the fingers for some numbers, remembered results for those that come up often. Column arithmetic on paper is taught for school questions.

   • Two routes to multiplication
   • Remembered times tables
   • Column arithmetic

• Children Afraid of Maths Lessons

  Children who refuse to open their maths book. The fingers give them a way to work questions without paper, and the first success usually changes their attitude within a few sessions.

• Children Who Count by Drawing Strokes

  Children who still draw lines to add. The fingers replace those strokes with a faster way, which is then let go in stages towards counting in the head.

• Children Entering Fast Counting Contests

  Children taking part in quiz competitions in Bali. Speed is trained with a timer, with accuracy secured first before the speed goes up. Contests of this kind run every year in several regencies in Bali.

• Children Who Have Not Memorised Times Tables

  Children in years 4 to 6 who do not yet know their times-table results. Two routes are used in turn: the fingers for some numbers, and memory for the numbers that come up often.

• Twins or Several Siblings

  Families who want more than one child to take part. Each child still gets their own session, because two children are almost always at different stages even at the same age.

• Teachers and Parents

  Adult learners who want to teach the method themselves. The order of stages and the plan for letting go of the fingers are taught, because the letting go is the part most often lost when the method is taught without guidance.

1. 10 minutes

   Quick Finger Movement Drill

   The basic movements are repeated quickly without questions. This part builds movement memory, and it is done at the start while the child's attention is still full.

2. 15 minutes

   A New Topic With Objects

   A new counting topic is introduced with objects the child can hold first, and only then with the fingers. That order keeps the child understanding the quantity, and the movement alone is never enough.

3. 15 minutes

   Timed Questions

   A few questions are done against a timer, and the result is recorded. Accuracy comes first: a wrong answer does not count, however fast it was.

4. 10 minutes

   Trying Without the Fingers

   A few questions that are already very fluent are done by picturing the fingers, or with no fingers at all. This share is small and stays in place from the second stage onwards.

5. 10 minutes

   A Counting Game and a Note for Parents

   One counting game is played, then the tutor passes on one short exercise for home together with a note on the child's stage.

For children aged 5 to 6, the timed questions are shortened and replaced with a game, because a timer at that age often adds tension without adding results.

• How Your Child Counts Now

  Describe how your child counts at present: drawing strokes, using their own fingers, or memorising. That information sets the starting stage and changes the order of material.

• The School Maths Book

  The maths book used at your child's school. School questions are still worked in this programme, because their format decides whether the method gets used in class.

• About Twenty Counting Objects

  Bottle caps, marbles, or small toys, around twenty of them. The objects are used to check understanding of quantity at every new topic, and pictures on a worksheet cannot replace them.

• A Simple Timer

  The timer on a phone is enough, used to record progress. For children under seven its use is reduced so the session does not feel tense.

• An Hour When Your Child Is Still Fresh

  Fast counting needs full attention, so choose an hour before your child gets tired. A session at the wrong hour produces results that read as if the child has not mastered the work.

If your child has already learned this method somewhere else, mention it during the consultation. The tutor checks the stage first, because the order of finger values can differ from one place to another.

• ★★★★★

  My son used to cry every time he was told to do sums. After 3 months of jaritmatika lessons at Edupola, he now likes showing off his fast counting in front of the family. The instructor is very patient and knows how to approach a child who is afraid of numbers.

  The child now counts faster than a calculator

  AK

  Ayu K.

  Mother of a 7-year-old who used to hate maths · Verified participant

• ★★★★★

  I learned jaritmatika at Edupola and now I can do multiplication with my fingers very fast. In the quiz competition I could answer first because I had trained with the finger technique. Thank you Edupola!

  1st place in a district-level quiz competition

  DP

  Dharma P.

  Year 4 pupil who won a maths competition · Verified participant

• ★★★★★

  As a mother who homeschools, I needed a counting method that is fun and effective. Jaritmatika from Edupola was the right answer. Both my son and daughter can now multiply without having to memorise: they just use the finger technique the instructor taught.

  Both children mastered multiplication without memorising

  RD

  Ratna D.

  Homeschooling mother of 2 children · Verified participant

• ★★★★★

  I took jaritmatika lessons at Edupola to widen my teaching methods at the kindergarten. The instructor taught techniques that children find very easy to understand. Now my kindergarten pupils are keen to learn counting with their fingers every day.

  Applied jaritmatika in the classroom

  EW

  Eka W.

  Kindergarten teacher who wanted to teach fast counting · Verified participant

• ★★★★★

  My twin sons always used to get failing marks in maths. After 4 months of jaritmatika lessons at Edupola, both moved up in class rank and their marks are above average. This finger method really changed the way they look at numbers.

  Both children moved up in class rank

  S

  Suardana

  Father of 8-year-old twins · Verified participant

• ★★★★★

  My daughter used to get stressed before every maths test. Since taking jaritmatika at Edupola, she is much calmer and more confident. The finger counting technique helps her finish questions faster and she no longer depends on scribbles on paper.

  The child now faces tests with confidence

  AL

  Ayu L.

  Mother of a child who used to fear maths tests · Verified participant

1. 01

   Give Your Child's Age and Way of Counting

   Tell us your child's age and how they count now: drawing strokes, using their own fingers, or memorising. That information sets the starting stage.

2. 02

   Agree the Schedule

   Days and times are agreed with the admin, with your child's school hours and tired hours as the main consideration.

3. 03

   Matching the Tutor

   The search uses two conditions: someone used to your child's age range, and a reasonable travel distance to your home in Bali. The process takes 1 to 5 working days.

4. 04

   The First Session

   Your child works a few questions in their own way, the starting stage is set, and the plan for letting go of the fingers is explained to parents.

• 

  Numeracy Tutoring in Bali

  Taken by families whose child needs to move on to column arithmetic and word problems.

• 

  Calistung Tutoring in Bali

  A choice for children whose reading and writing also need support.

• 

  SD Tutoring in Bali

  Often taken by families whose child also needs support in other primary school subjects.