“Ah! I see it now.”
The tutor draws a line, highlights a clue or connects two pieces of information. Your child can now follow why the solution works.
See Math. Discover possibilities. A new way for families to explore the thinking behind learning.
MATHEMATICAL THINKING DEVELOPMENTYour child knows the Math.
Your child knows the Math.
Can they see beyond what's given?
For capable children who study hard, practise diligently and understand familiar methods, yet hesitate when questions look different. CurioMITY helps children discover the hidden relationships that make unfamiliar problems easier to begin.
Story led, hands on adventures · Ages 7 to 12 · Singapore developed
WHO CURIOMITY IS FOR
For children who work hard and still get stuck when the question changes.
They do their assessment papers, attend lessons and can solve familiar Math questions. But when the same concepts appear differently, they may not recognise where to begin.
CurioMITY isn't a replacement for excellent teachers, school or tuition. It is a complementary space to develop the independent thinking that makes existing knowledge more useful.
See how the training works ↗DOES THIS SOUND LIKE YOUR CHILD?
✓Can solve familiar questions accurately
✓Completes assessment books and attends extra lessons
✓Works hard but hesitates when a question looks different
✓Needs help identifying what matters before choosing a method
CurioMITY complements school and tuition. It is not a remedial Math programme or a diagnostic assessment.
A FAMILIAR MOMENT AFTER TUITION
“Oh! Now I understand.”
Then the next question looks different.
A good explanation can help a child understand a solution. The next challenge is recognising a useful relationship when no one has pointed it out.
“I know what to do.”
Your child completes familiar questions. You feel reassured that the lesson has been understood.
“I don’t know how to start.”
The familiar clue is gone. Can your child discover a useful relationship before someone reveals it again?
Understanding a relationship after it is revealed is different from discovering it independently.
Both matter. Teaching gives children knowledge and approaches. Children also need opportunities to practise noticing when and how to use them. That is the ability we call Seeing Math.
Experience that difference yourself in the two questions below.
EXPERIENCE SEEING MATH
The concepts are familiar.
The starting point is hidden.
Try each question before revealing the explanation. What must a child notice before deciding what to calculate?
01 · FRACTION
Knowing fractions. Seeing the whole.
Three triangles are shaded. How many more must be shaded to make 4/9 of the whole figure shaded?
Where would your child begin if no one drew the extra lines?
The calculation becomes possible after the structure is seen.
Five added vertical lines reveal 18 equal triangles. Four ninths of 18 is 8. Three triangles are already shaded, so 5 more must be shaded.
A child may know how to calculate a fraction of a number. Here, they first have to discover what the whole is made of.
02 · AVERAGE
Knowing the formula. Discovering the relationship.
The average weight of some boys was 39 kg. Arnold joined the group and the average became 42 kg. If Arnold weighed 66 kg, how many boys were there at first?
Before Arnold
39 kg averageAfter Arnold
42 kg averageArnold weighs
66 kg
39 kg averageAfter Arnold
42 kg averageArnold weighs
66 kg
The formula is familiar. But the number of boys is missing. What can your child work out from the relationships?
Two useful quantities were never directly stated.
- 42 − 39 = 3 kg
The original boys’ average is 3 kg below the new average. Their combined shortfall is 3 kg for each original boy.
- 66 − 42 = 24 kg
Arnold is 24 kg above the new average. His excess balances the original boys’ combined shortfall.
- 24 ÷ 3 = 8 boys
Eight shortfalls of 3 kg balance Arnold’s 24 kg excess. There were eight boys at first.
Knowing the formula matters. Seeing these relationships gives the child a way to use it.
THIS ABILITY HAS A NAME
Seeing Math.
Looking beyond the information given to discover hidden information and relationships that help you work out how to begin.
If you opened the explanations, you may have had your own “aha”: now the added lines or unstated differences make sense.
But would understanding these two reveals tell you what to look for in the next unfamiliar question? That is the same gap a child can face after a clear lesson. Seeing a solution once and practising how to discover a starting point are different learning experiences.
WHY OUR TRAINING BEGINS WITH REAL EXPERIENCES
Seeing Math begins before the worksheet.
Before choosing a calculation, a child needs to notice what matters and how the information connects. CurioMITY gives children a place to practise that thinking through stories and real materials.
A short simulated lesson introduces a challenge and shows an approach. Your child then meets changing missions that ask them to discover useful information and decide what to try.
Each new challenge is a chance to make a discovery for themselves.
The aim is to build the noticing and reasoning that help children use what they learn in school and tuition when a question looks unfamiliar.
See what one parent discovered →
Illustrative CurioMITY experience; final materials may vary.
OUR SPECIALISATION
Structure Sense: seeing the relationships that questions do not state.
A capable child may know concepts and methods but still miss the relationship that connects them. Structure Sense is our focus within Mathematical Thinking Development: noticing what matters, what connects and what can be inferred before choosing a method.
It helps children move beyond surface details to make sense of unfamiliar situations. CurioMITY gives them playful opportunities to practise this kind of noticing and reasoning.
How Our Adventures Work ↗LOOK BEYOND THE NUMBERS
●◆●?
What changes? What stays the same?
The habit of looking for relationships comes before choosing a method.
OUR TWO PROMISES
See how your child learns.
Help them learn to see for themselves.
01 · CLARITY FOR PARENTS
Know how much your child truly learnt from the lesson.
After watching a clear demonstration, can your child explain what is happening and use the idea when the challenge changes? You get to see whether they understood the learning or remembered the steps.
Our promise: help you see how your child thinks.
02 · INDEPENDENCE FOR CHILDREN
Build Seeing Math so getting stuck becomes the start of thinking.
Through progressively changing missions, your child practises noticing relationships, asking useful questions and trying a first step before asking to be shown.
Our promise: help your child develop thinking without taking away discovery.
MEET CURIO & FRIENDS
Three adventures to build the habit of Seeing Math.
One interesting challenge can spark a discovery. A series of changing challenges gives your child repeated opportunities to practise finding a way forward. Each Adventure is one story with four connected missions. Across three Singapore inspired adventures, Curio & Friends turn this practice into a reason to keep exploring.
ADVENTURE 1
The Cooling Crisis
Two cups. A cooling system to rescue. Four missions explore quantities, constraints and hidden possibilities as the water challenges change.
4 connected missions
ADVENTURE 2
The Fireworks Crisis
A spectacular display depends on getting the balance right. Discover how positions and shared relationships change the answer.
4 connected missions
ADVENTURE 3
The Energy Cells Crisis
One packet is different. Only two weighings. Learn to reason through possibilities and eliminate what cannot be true.
4 connected missions
Three Adventures. Four missions in each. Twelve opportunities to practise Seeing Math. Final materials may vary.
WHAT COMES HOME
A short lesson.
Then the chance to see what your child really learnt.
Each Adventure combines a story video, hands on materials and four carefully sequenced missions. The demonstration gives every child a starting point. The changed challenges reveal how they use it.
Three adventures. Four missions in each. Final packaging may vary.
01
Experience a short simulated lesson
Watch Curio & Friends encounter a problem and demonstrate a solution. Like a short lesson in school, your child is first shown an approach. You do not need to teach it.
02
Find out what your child understood
Your child takes on the mission with real materials. As the quantities and conditions change, you can see whether they understand why the approach works or are repeating the earlier steps.
03
Build independence through changing missions
Each mission asks your child to do more of the noticing and decision making. They work with changing conditions, test an idea and learn from what happens. See the full four mission progression below.
04
Know how to support the thinking
The Parent and Thinking Companions help you interpret an attempt and offer support without revealing the solution. The Child Discovery Journal gives your child space to record and explain discoveries.
THE QUESTION BEHIND THE QUESTION
They know the methods. Why does a different question stop them?
For some hardworking students, the difficulty isn't effort or basic knowledge. It's recognising how familiar ideas connect when the presentation changes. This is a possible thinking plateau, not a label or diagnosis.
“I know how to do this… when it looks familiar.”
Following a worked example can feel like understanding, until the details of the question change.
“What matters here? How are these parts connected?”
Before selecting a method, children can learn to notice the relationships that give the problem meaning.
Practice builds knowledge. Seeing structure helps children know when and how to use it.
WHY THE MISSIONS CHANGE
Following the first solution is the beginning.
Using the idea independently is what we work towards.
Each Adventure scaffolds the move from a demonstrated approach to a new challenge. Familiar steps become less useful unless your child notices the relationships beneath them.
Demonstrate
After the simulated lesson, your child carries out the demonstrated challenge. Can they show what each action does?
Transfer
The quantities or conditions change. Can your child use the idea again, adjusting to what is different?
Recognise
The situation looks different. Can your child recognise a useful relationship beneath the new details?
Adapt
The challenge changes again. Can your child reorganise what they know, test a possible first step and adjust?
The purpose of the progression: repeated practice in seeing what matters, connecting ideas and deciding what to try.
A REAL PARENT OBSERVATION · THE COOLING CRISIS
He can show the solution.
Does that mean he understands?
One parent was delighted when her son completed the first mission. The next mission helped her see what he had really taken from the lesson.
MISSION 1 · THE OBJECTIVE
Make exactly 4 L using only 3 L and 5 L cups.
There are no measuring lines. Children can fill, pour and empty the cups. A child may look at the given sizes, 3 L and 5 L, and wonder how either can produce 4 L.
The useful information is hidden in what the pours create. The demonstration directs attention to two quantities that are not marked on either cup.
Fill the 5 L cup and pour into the empty 3 L cup.
5 L−3 L=2 L left
The 3 L cup is full. Exactly 2 L remains in the 5 L cup. No measuring line was needed to find it.
Empty the 3 L cup. Pour the remaining 2 L into it.
3 L capacity−2 L water=1 L gap
The smaller cup now has space for exactly 1 L more. That unmarked gap becomes the next useful piece of information.
Now the 4 L becomes possible.
Refill the 5 L cup. Pour into the 1 L gap in the smaller cup until it is full. Exactly 4 L remains in the 5 L cup.
The child has moved from staring at the given cup sizes to seeing the hidden 2 L and 1 L relationships that create a solution.
MISSION 2 · DID THE UNDERSTANDING TRANSFER?
The cups changed. His answer stayed the same.
After watching the demonstration, this child could reproduce Mission 1 and show his parent the 4 L. She was pleased that he could do it.
In the next mission, he poured from a full 7 L cup into an empty 4 L cup. He repeatedly explained that 2 L remained, the remainder from the earlier demonstration.
WHAT HE SAID“2 L left”
WHAT THE NEW QUANTITIES SHOW7 L − 4 L = 3 L
The parent began to question whether he had remembered the first mission’s sequence and result without understanding how the quantities were related.
WHY THIS FINDING MATTERED
Completing the demonstrated solution had not told her the whole story.
The changed mission made something visible: was he checking the information in front of him, or carrying an earlier answer into a new situation?
She now had a clearer reason to support his learning. She wanted him to understand what teachers and tutors explained, and to use that understanding more independently when the problem changed.
A parent’s feedbackAfter Adventure 1 · The Cooling Crisis
“I wasn’t aware that my son couldn’t pick up the concept taught in a lesson, and I am concerned that he has been following steps without understanding all these while!”
“This finding is concerning to me but will also lead me to want to spend more time working with him so that he can truly learn independently and understand the lessons teachers and tutors are teaching him.”
Parent feedback shared after using the Adventure. Name withheld.
One family’s observation, not a diagnosis. The value was seeing how the child responded when the challenge changed.
THE CHANGE WE WORK TOWARDS
From “Tell me what to do”
to “Let me see what I can work out.”
Independence starts with observable actions, even before your child reaches a correct answer.
WHEN THE QUESTION CHANGES
“I don’t know. Show me.”
Your child looks for a familiar sequence, repeats the old steps or waits for someone to create the starting point.
AS SEEING MATH DEVELOPS
“What changed? What could I try?”
Your child examines the new information, notices a relationship and tests an idea. If it does not work, they look again and adjust.
This is the thinking CurioMITY gives children opportunities to practise, so they can make better use of what they learn in school and tuition.
GUIDANCE FOR PARENTS
You can support the learning without having to teach the solution.
The video introduces the challenge. The materials let your child test ideas. Your role is to notice how they respond, and our companions help you make sense of what you see.
You receive practical guidance on when to wait, which questions can keep the thinking with your child, and how to recognise a more independent attempt.
Explore the Founding 300 →WHAT THE GUIDANCE HELPS YOU UNDERSTAND
When your child says
“I don’t know”…
- Are they noticing the changed information?
- Can they explain why they chose an action?
- Are they testing an idea or replaying steps?
- What support would help them think further?
You do not have to guess what progress looks like or give away the answer to keep the activity moving.
THE SEE MATH MOVEMENT
Turn moments of discovery into structured practice.
We want children to approach unfamiliar problems with curiosity and a way to begin. CurioMITY turns that purpose into a planned sequence your family can follow at home.
Each Adventure brings together a simulated lesson, purpose designed materials and four changing missions. The progression gives your child repeated opportunities to use an idea, discover a relationship and adapt an attempt.
You receive the challenges and parent guidance together, so you can support this practice without having to design the activities or reveal the answers yourself.
Explore the Founding 300 →WHAT CURIOMITY BRINGS TO YOUR HOME
A complete experience, ready to use.
- A story with a purposeThe simulated lesson gives your child an approach to explore.
- Materials that make thinking visibleYour child can test an idea and see what actually happens.
- Four connected missions in each AdventureChanging conditions create repeated practice beyond the first solution.
- Guidance for youUnderstand what your child’s attempts reveal and how to help without taking over.
SEE MATH INSIGHTS
See the structure behind the question.
Dr Norman's explanations connect familiar school Math topics to the less visible thinking that helps capable students approach unfamiliar questions.
Why does a familiar method feel useless when the question changes?
Learn the difference between knowing a procedure and recognising when it applies.
Same fractions. Different wholes. Can your child spot the shift?
How the reference quantity changes what a fraction means, even when the arithmetic looks familiar.
What should parents watch before offering a hint?
Notice how children select information, connect ideas and attempt an independent first step.
Explore these ideas through the Fraction and Average demonstrations above and the parent observation journey.
BUILT ON EDUCATIONAL EXPERIENCE
Serious educational expertise behind joyful discovery.
CurioMITY is created by Dr Norman Tien, Math Talent Architect, drawing on Neuromath's experience developing Math thinking programmes, training educators across 60 schools and reaching more than 10,000 students.
That background informs the approach. The CurioMITY adventure journey is designed to make children's thinking visible through real experiences at home.
Neuromath educational heritageSingapore developedFamily guided discovery
Neuromath’s educational experience informs CurioMITY; these figures describe Neuromath’s history, not CurioMITY programme outcomes.
THE PEOPLE BEHIND THE ADVENTURES
Curriculum, learning design and family support.
CurioMITY brings together Math education, curriculum leadership, psychology informed learning design, storytelling and practical family support.
Math curriculum & education team
Led by a former MOE Head of Department for Mathematics, our curriculum team shapes the mathematical challenges and their progression across missions.
Learning design & parent guidance team
Led by a team member with Psychology (Honours) expertise, this group develops the learning experience and guidance that helps parents support discovery.
Creative & family support teams
Storytelling, animation and materials design bring the challenges to life. Our family support team helps parents get started and continue the journey.
Dr Norman has been featured and interviewed on CNA, Channel 8, Capital 95.8 and Money FM.
Founder featured and interviewed on
COMMON QUESTIONS
Everything parents need to know before beginning.
Is CurioMITY a tuition programme?
No. Tuition teaches and reinforces school Math concepts and methods. CurioMITY offers complementary experiences that encourage children to notice relationships, reason and discover. Both can play valuable roles.
Will this tell me whether my child's school or tuition is effective?
It offers opportunities to observe how your child interprets new challenges and whether they rely on understanding or recalled steps. It is not a formal evaluation of teachers, school instruction or a diagnostic assessment of learning.
Is CurioMITY for children who are already doing well in Math?
Yes. Our initial focus is capable, hardworking children who know their concepts and have practised diligently, but may get stuck when a question is unfamiliar or presented differently. It is not a remedial Math programme.
Does the programme guarantee better Math grades?
CurioMITY focuses on how children use their knowledge when a challenge changes: noticing relationships, choosing a first step and adapting an attempt. It does not promise a particular examination result. See the programme page for its current offer and terms.
Do parents need to know advanced Math?
No. The Parent and Thinking Companions help you understand what to observe, when to wait and how to prompt without removing the child’s opportunity to discover.
Is CurioMITY a box, app or class?
It is a home based series of physical Math adventures with story videos, four changing missions per adventure and parent guidance. Your child watches, handles materials, tests ideas and explains what they discover.
How much time does each mission take?
Time varies with the child and challenge. The aim is thoughtful attempts rather than racing to finish.
How can I recognise progress?
Notice whether your child identifies useful information, explains an action, tests a first step and adapts when conditions change. Compare beginning and ending observations; one attempt does not define ability.
What happens after the first three adventures?
CurioMITY is designed as a continuing adventure library. Future adventures are separate purchases; release timing and pricing will be announced when confirmed.
Can families outside Singapore participate?
For current international availability and shipping, contact ask@curiomity.com before ordering.
THE SEE MATH MOVEMENT
The next unfamiliar question
can be the start of thinking.
Your child already works hard to learn the Math. Give them repeated opportunities to discover how to use it, when the question changes and no one has shown them the first step.
The greatest educational advantage you can give a child is the ability to see for themselves.
That is why we created CurioMITY.
Help your child See Math. Help them begin for themselves.