prolog.
If only I could entrust math to someone

Chapter 0.
Elementary Math, Your Study Method is Wrong!
Why do kids give up on math?
Why are parents so obsessed with problem solving?
Why do schools and academies only teach us to solve type problems?
Improper math education turns children into math idiots.
How to be good at math that no one has ever properly explained
How to chew on math concepts
Elementary Math Basic Concept Test

Chapter 1.
First-grade math concepts should be eaten like this.
Math Interpretation for First Graders
Analysis of Mr. Cho's textbook
centuries
Digits are more important than place value
Mental calculation skills
Comparison of numbers starting with 'less than' and 'greater than'
Create a formula
TIP Math concepts that children often get wrong
COLUMN Children doing finger counting

Chapter 2.
This is how you should eat 2nd grade math concepts
Math Interpretation for 2nd Graders
Analysis of Mr. Cho's textbook
Multiplication table
Extension of addition and subtraction to develop number sense
Creating addition and subtraction expressions from word problems
The relationship between sum and difference
The first step toward probability
TIP Math concepts that children often get wrong
COLUMN Is it really necessary to teach the properties of equations in the second grade?

Chapter 3.
3rd Grade Math Concepts: How to Eat
Math Interpretation for 3rd Graders
Analysis of Mr. Cho's textbook
quickness
Two digits × one digit
Division, the most important subject in math textbooks
Distinguishing between multiplication and division in word problems
Number sense that needs to be developed even in third grade
Definition of shape
The beginning of the fountain
COLUMN Children who are apathetic about math

Chapter 4.
4th Grade Math Concepts: How to Eat
Math Interpreter for 4th Graders
Analysis of Mr. Cho's textbook
A larger number corresponding to a larger number
Decimals for number sense
Exponentiation to avoid confusion between addition and multiplication
4th grade logic problems
A triangle you can't miss
Rules leading to middle and high school functions
The most important triangle in geometry
mixed calculations
COLUMN Why is multiplication and division of large numbers difficult?
How to solve COLUMN word problems

Chapter 5.
5th Grade Math Concepts: How to Eat
Math Interpreter for 5th Graders
Analysis of Mr. Cho's textbook
Multiples and divisors
Greatest common divisor and least common multiple
Reduction, the basis of fractional operations
Common denominators are important in adding and subtracting fractions.
7 Fractions and Decimals
Multiplication of fractions
Division of fractions
Thinking about fractions in a range of numbers
diagram
Area of ​​all shapes using triangles
Figures in symmetrical positions
TIP Math concepts that children often get wrong

Chapter 6.
6th Grade Math Concepts: How to Eat
Math Interpreter for 6th Graders
Analysis of Mr. Cho's textbook
Four arithmetic operations with fractions
Division of decimals
Rain and ratio
The great properties of fractions that help us understand the nature of rain
Proportional distribution
three-dimensional figures
The purpose of equations is to practice the properties of equality.
The completion of elementary mathematics is the word problem of fractions.

Epilogue.
The conclusion is to read mathematics as a concept.

The reason math is difficult is because you study it wrong!
How to be good at math that no one has ever properly explained

80 percent of children give up on math in elementary and middle school.
Of the remaining 20 percent, half are frustrated because they cannot get into the second grade of the math area, and they end up becoming dropouts later.
As a result, close to 90 percent of children give up on math during their 12 years of elementary, middle, and high school.

If you say that children are bad at math because they are stupid, then 90 percent of children are stupid, but that doesn't make sense.
Rather, the reality of our country's math education is that even excellent students, let alone average students, fail despite putting in tremendous effort.
For decades, math education has been repeating the same pattern of pouring enormous amounts of money and time into solving massive problems, visiting academies, and memorizing problem sets, thereby halving math scores.
Yet, no one really talks about how to do math well.


Rather, people who have never taught elementary math talk about how to be good at math simply because they have authority or are in an environment where they teach children.
But there are so many wrong stories.
They make fun of elementary math and pollute what little reliable information remains with unverified statements.
The biggest reason children give up on math is because they are learning it the wrong way.

A child who is truly good at math comes from concepts!
A learning method that turns even children who struggle with math into 0.1% gifted students.

Most children solve problems without learning the concepts.
Math problems need to be solved conceptually, but since I don't have the concepts in my head, I can't solve them.
Even teachers who don't know the concepts only teach children problem-solving techniques, which means the children lose the opportunity to learn the concepts and are never able to move beyond the techniques.


So what should we do with concepts that neither schools nor academies can teach? Teaching concepts is a truly difficult task.
However, the author of this book, Director Jo An-ho, confidently says that anyone can do it if it is elementary mathematics.
It is so easy that you would think that a child could just memorize the math concepts, but you can master them with certainty.
In fact, all the children who went to Seoul National University organized their own mathematical concepts and solved a single workbook over and over again until they understood the concepts.


"Have you ever studied math by chewing on the concepts?" is a book written by Director Jo An-ho, who has taught children for 25 years and has selected and explained in detail the concepts that "must know" in elementary math.
There are not many concepts required in elementary mathematics.
And among them, only the truly necessary concepts are covered in this book.


However, for readers who hesitate because they think math is difficult or hard to study, Director Jo An-ho boldly shares his secrets, including a math concept conversation method that increases learning effectiveness, math concepts organized based on 25 years of experience in producing gifted students, and a learning process that improves skills by solving problems using concepts as tools.
We analyze the key concepts for each grade, the important concepts in the textbook and the important concepts not in the textbook, and interpret them until all children thoroughly chew on and fully digest math.
It presents the easiest and most reliable study method to parents and children who are frustrated with math.


“Studying well in elementary and middle school was useless.”
Chosen by 500,000 parents, Jo An-ho's math is different!
A complete 6-year elementary school math study method, from concepts to problem solving, all in one book.

Memorizing problem types or problem-solving techniques will not last long.
Children who had good grades in elementary school fall to the lower middle and high school levels due to math problems.
In fact, the highest score a child who studied math by solving problems and memorizing types of problems can receive in the math section of the CSAT is a grade 3.
Many children work on problems until dawn for years because they can advance to level 2 if they get just one more question right from level 3.
However, a child who studies by type cannot break through the second-grade wall in terms of ability.


Children who consistently maintain a high level of grades and consistently receive first-class grades know the concept so well that it can be said that they have mastered it without exception.
Concepts shine brighter as a child advances in grade level, and when concepts are solid, they can solve problems that are new to them or that mix various concepts.


You should never be complacent just because your child gets 100 or 90 points in elementary math.
Elementary and middle school math grades are not a measure of ability.
If you go to a high school where the Korea Institute for Curriculum and Evaluation and each provincial and municipal office of education create about 1,000 new problems a year, children who study math through type and technique will inevitably fail.
There's no use regretting it then.


Studying mathematics conceptually should begin in elementary school.
And all the methods are in this book.
If parents read "Have you ever studied math by chewing on the concepts?" and interpret math for their children, and if the children learn to read and write math concepts, I can confidently say that anyone can become a math genius.