Elementary advanced study is ultimately a gateway that must be passed to become good at math.
Most children, with very few exceptions, will not be able to advance further if they do not advance further in elementary school.
In my experience, there are many students in foreign language high schools or international high schools who did not study in depth in elementary and middle school and only focused on concepts.
Even if these students try to take advanced courses to prepare for their grades after entering high school, most of them give up on taking advanced courses because they have not yet developed advanced skills and do not have enough time.
Since higher mathematics is a relative evaluation, questions with discriminatory power are given on the exam.
It is on a different level from elementary and middle school exam questions that can be solved by properly understanding the concepts and memorizing the types.
So, to do well on the high school exam, you need to practice even the more advanced problems.
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24 From “Real Study to Build Math Skills”

Part 2 of this book contains lesson plans to assist with elementary school mathematics and advanced mathematics.
The reason why it is included starting from the 3rd grade of elementary school, or in other words, the reason why it is not included in the advanced level for the 1st and 2nd grades of elementary school, is because in terms of children's cognitive and behavioral development, advanced mathematics that focuses on descriptive (sentence problems) is not suitable for children in the 2nd grade of elementary school or lower.
If you teach advanced math to a child whose brain is not fully developed and who is not yet capable of advanced math, you could end up teaching the child in a 'teaching' manner (in fact, this is how most people teach).
We interpret the problem in a way that explains it to a child who does not understand the sentence, and even teach the solution.
But once a child gets used to this teaching method when they first start learning math, they will forever need someone to teach them the concepts and interpret the problems for them to be able to do math.
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30 From “Building Math Skills, How Should I Prepare?”

In general, we recommend studying an average of three textbooks per semester.
Especially for an average child, this amount of learning is appropriate.
Students can lead a balanced elementary school life by securing time for other subjects, arts and physical education, reading, and play.
From a learning perspective, you can challenge yourself by thinking deeply about it for a long time, and at the same time, you have the freedom to do good deeds.
We provide simple guidelines on how to combine teaching materials according to your child's level.
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73 From “Choosing Textbooks is also a Strategy”

Even if you have children solve problems according to the procedure described above, most Group 2 children who are just starting to learn the proper in-depth skills are likely to be unable to solve the problems themselves.
You have to be persistent.
Surprisingly, if you just let your child read the problem properly, he or she will be able to solve it well.
So, during the outline writing stage, I ask you to look at the outline you wrote and think about it again for more than 10 minutes.
If you still can't solve it after going through this process, you need to give hints, and as explained above, you need to give hints line by line.
The key is to always remember that it is not 'difficult' but 'by yourself'.
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118 From “Studying In-Depth Textbooks Like This”

The most unsettling and difficult thing is teaching advanced materials.
The textbook concept is that school teachers teach the principles slowly, but there is no place to rely on for in-depth study.
In fact, even academy instructors often have difficulty figuring out what to explain and in what direction when it comes to advanced textbooks.
Therefore, the advanced concept teaching method describes the extended concepts and advanced types required when teaching an advanced textbook for a unit.
By analyzing the contents of commercially available advanced textbooks, we have compiled common advanced concepts (concepts that can be expanded upon from basic concepts) and advanced teaching methods.
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175 From “Elementary Mathematics Teaching Plan Overview and Utilization Methods”

Sometimes a child may ask what a dot or line is.
In modern mathematics (school mathematics), points and lines are not defined.
That is, points and lines are expressed in indefinite terms as “a point is a point” and “a line is a line.”
To avoid chain reactions where one term is needed to describe another, mathematicians have decided to call the initial term an undefined term.
The point and the line are the starting point.
You can simply tell your child that a dot is a dot and a line is a line, and that this is the convention of mathematicians.
From this concept comes the definition of a shape.
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192 From “3rd Grade, 1st Semester, Unit 2 Plane Figures”

Elementary advanced level content is repeated similarly in each grade.
Therefore, the first intensive course in the third year is the most difficult and challenging.
Once you get through that process, the next ones will be much easier, so it's important to finish the first intensive without giving up.
Therefore, this study guide is most effective when studied starting from the third grade level. If your child is not progressing, you should refer to the advanced content from the previous grade level.
If you need any specific information, please go back and check it out as it will guide you to where to refer specifically.
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286 From “4th Grade, 2nd Semester, Unit 1: Addition and Subtraction of Fractions”

The reason 5th grade math is difficult is because it focuses on learning fractions, the most difficult concept.
Even children who do not have difficulty with fractions often solve problems by memorizing calculation algorithms without knowing the principles.
In addition to fractions, there are many new things to learn, such as mixed calculations with natural numbers, factors and multiples, rules and correspondences, congruence and symmetry, which children find difficult.
In fact, most children start to attend private academies when they reach the fifth grade.
It is difficult to endure the content alone any longer, and the children are also exhausted.
So what's the best way to prevent blisters? It's to improve your conceptual understanding.
These skills are acquired through reading and conceptual study as described in Part 1.
In particular, we recommend that you start conceptual transcription from the 5th grade, so please be sure to take note.
If you don't improve your conceptual understanding now and only focus on solving simple problems or learning calculation algorithms, you will never be able to overcome the difficulty level that lies ahead.
In order to successfully complete middle and high school mathematics, which can be considered a challenging subject for most students, instructors must guide students to study exactly as described in this book.
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318 From "5th Grade Mathematics Overview"

6th grade is also a time to prepare for middle school.
Therefore, because of the secondary prerequisites, it is a good idea to study the algebra part (division of fractions and decimals, ratios and rates, proportions and proportional expressions) thoroughly up to a high level, and to establish a learning strategy of only accurately understanding the concepts and moving on to the geometry part.
Because after entering middle school, we review the geometry part in the second semester of the first year.

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387 From "6th Grade Mathematics Overview"