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UCMAS-TOOL Right Brain

The Human Brain

  • Intelligence is the most valuable wealth of human;
  • Experience the maximum human brain exploration;
  • UCMAS-TOOL Mental Arithmetic is the best channel for the brain exploration;
  • Special methods to teach the skill of fast and accurate calculation;
  • We provide right Brain Mental Development Training.


Brain Structure and its function's

Human brain is divided into old brain (or called original brain ) and new brain. Old brain is actually the basic equation of genetic factors. It multiples the division from only 0.23 cm in the conceive until more than 10 thousand million of brain cells in the 7th months of pregnancy.

As we grow older, the area of old brain will become smaller. Generally, the basic nervous tissues in our brain are the subsidiaries, which is inheritance and only able in some minor activities such as hoarse, cry, and voices when sleep. The nerve liaison net will develop quickly during the growing period in baby, infant and juvenile level. Old brain are more primitive, it in charge of some undetectable physiology activities, for example controlling the body temperature, blood pressure, chemical equilibrium, digestion process, emotion and sub-consciousness. It also called as "sub-consciousness brain" or "lower brain" because of its lower location in the overall brain. Our cerebrum is divided into right brain and left-brain. Both the brains are located at upper right and upper left of the cerebrum, are the "consciousness brain" or "new brain" which is evolution part and responsible for the intellectual activities.

According to the analysis done by The Winner of Noble Award 1981, Dr. Roger Sperry from the University of California. And Dr. Robert Ornstein, a psychologist and brain researcher at Stanford University:-

Our cerebrum is divided into right brain and left-brain. And, the left brain in charge of the logic. literate, numerical, analytical, sequential, facts and remembrance whereas the right brain responsible for the color, music, imagination, senses, rhyming, daydreaming, pattern and overall thinking.

Some people, especially children are still possessing intuition image, which is able to keep their remembrance on certain objects in their network after paying a quick glance onto it. This kind of memory calls "parallel conducted memory" or "overall conducted memory". If this could be acquired through training, thus we will need only 1% of time and energy to remember perpetually certain things in our mind.

However, the left brain will obtain its only memory by the theoretical sequence, thus it takes longer time to do so. This "contractual conducted memory" causes students to spend longer time in their learning and not efficient.

'For a long time past, our educational systems were only concentrating in the development of the left brain; such as reading, writing, calculating, analyzing, logical and theoretical academic. Whereas some training for the right brain such as music, mental arithmetic, art and handicrafts are to has lesser' ~ r. Robert B.Stone, University of Hawaii.

In this technologies change generation, what we seek are not merely the education of left brain but the development of the cerebrum as a whole.

According to the analysis from experiments, the cerebrum consisting thousands million of tiny cells call Nervous Cell. Each of these nervous cell just like an octopus with a center call nucleus and a huge number of small barbell spread all over to every where. There are thousand of small tubercles on each of the barbell, which can double hit with other tubercles to form circuit. Therefore cerebrum is actually a complicated circuit network. The level of one's intelligence not determind by the size of the cerebrum but the effectiveness of the whole network. Those with outstanding intelligence possessing excellent network with 10 to 15 billion cells communicate smoothly, whereas the network of those with lower intelligence are poorer where each of the cell has to work independently, therefore the thinking ability is slower.

According to the report from psychologist, Professor Anokhin, the total passages of the cerebrum are believed to have more than 15 Million km long (if all the cells are connected). No wonder, Professor Anokhin said that, up to now, non of the people can really fully utilize function of the cell in the brain simply because each of the passage in the cerebrum representing a group of data and information. And don't you forget that the barbell is widely spread to every where. Human wisdom are unlimited, the cerebrum will keep growing according of the learning progress and enlarge the remembrance storage capacity accordingly.

On the whole, the basic structures of cerebrum are the same every newborn baby, unless there are education in fetus given during the pregnancy. However, the truth is that, the subsequent developments in the cells are the actual reason of one's successfulness.

The Human Brain

  • Intelligence is the most valuable wealth of human;
  • Experience the maximum human brain exploration;
  • UCMAS-TOOL Mental Arithmetic is the best channel for the brain exploration;
  • Special methods to teach the skill of fast and accurate calculation;
  • We provide right Brain Development Training.

More than Arithmetic

Many people often assume that learning mental arithmetic is merely a method to improve the speed and accuracy of calculations, for example, adding 10-digit numbers withln a few seconds. By itself,it is already an amazing accomplishment for most young children. However, there is more to thls because when the children are learning U C MAS Mental Arithmetic, they are actually also undergolng the process developing other aspects of the mind. When the children have acquired an astonishing calculation speed, it is actually only the end result of having developed the following mental abilities : concentration, observation, vlsualization & imagination, and memory.


Concentration is the concentrated and directed attention towards a particular matter with clear reflection that creates a deep image and mental impression. An enhanced concentration leads to better absorption power. Studying will then be a joyfuI thlng for these children. In the UCMAS-TOOL and mental arithmetic education children will be tralned to concentrate when Iistening to the teachers questions (that ranges from easy to difficult) and then focus on calculating the answers as accurately as possible. Many people often assume that learning mental arithmetic is merely a method to improve one's speed and accuracy of calculation, for example, adding 10 - digit numbers within a few seconds. This by itself is already an amazing accomplishment for most children.


Observtion is the ability to compare and analyse and differentiate objects, motives and steps. It is also a state of alertness and swiftness of the mind and senses. This comes from the need to understand the theoretical requirements of each calculation and at the same time be aware of the time, and promptings from the teachers.

Visualization and Imagination

By using the imagination of the right braln to visualize the UCMAS-TOOL in mind, inevitably the powers of visualization would become sharp and clear. Albert Einstein believes that the imagination is important than knowledge, because imagination is the main source of yet-to-be-discovered knowledge.


Memory is the ability to store and retrieve information and experiences. It has been found that memory in the left brain would not stay long, but an image that is recorded in the right brain would stay on in the mind forever. By stimulating the right brain with mental arithmetic, and in combination with the alertness of the eyes, ears and hands, the ability to store and recall is developed together. Therefore, the ability to solve 10-digits arithmetic problems in only a few seconds is only a small success in comparison to the actual mental training that has been done in order to achieve the skill to perform rapid calculations.

Course Structure

Learners' levels Suitable for:-
  • Pre-school children - Age 4 ~ 6
    • Basic addition, subtraction with and without using UCMAS-TOOL
    • Learning games and activities and manipulating beads
  • Primary children - Age 7 ~ 13
    • Addition, subtraction, multiplication and division with and without using UCMAS-TOOL
    • Visualization, listening, speed calculation
Course duration Three years
Entry requirements None
Certifying Authorities UCMAS-TOOL & Mental Arithmetic Academy in collaboration with the China Zhusuan Association.
Teacher/learner ratio 1:15
Course session 2 hours per week (to be allocated flexibly) Each level 3 months
Medium of instruction Bahasa Malaysia, Mandarin or English
Medium of instruction Bahasa Malaysia, Mandarin or English
  • U C MAS Academy of Mental Arithmetic, in collaboration with the China Zhusuan Association, will organize international UCMAS-TOOL and mental arithmetic grading examinations twice every year.
  • Each paper will vary from Grade 1 to Grade 10 and the Grand Level, in which the Grand Level is the highest level of the examinations.
  • Examination results will be classified into the grades of distinction, credit, pass and fail. Certificates will be awarded to students who have passed the examinations.

Course Materials


  • Brief Description of Dna-g2 and benefits to Children, Corporate and Individuals. (Attachment-I)
  • Exhibit Sample report (Attachment-II)
  • Picture of the DNA-G2 team
  • Video demonstrating how fingers are scanned and Analyzed and Testimonial
  • Logo for Dna-g2

Recent studies have shown that the UCMAS-TOOL method of mental calculation is effective in the development of the right brain. At first, this idea was only a hypothesis, but the recent development of high-tech machinery has helped provide tangible research data. In this section, we will present information provided by researchers who study the effects of UCMAS-TOOL training.

Ms. Shizuko Amaiwa
Professor, Shinshu University, Faculty of Education



The Ripple Effects and the Future Prospects of UCMAS-TOOL Learning.

I have been engaged in research concerning the UCMAS-TOOL for many years from the perspective of a psychologist. My research findings show that UCMAS-TOOL study not only improves the ability to calculate both on the UCMAS-TOOL and mentally, but also provides a beneficial ripple effect on other disciplines. This paper will explain what ancillary disciplines are influenced and the reasons for it. I will also discuss the characteristics of and future prospects for UCMAS-TOOL learning.

The first effect is improvement of numerical memory. The second is improvement of memory in spatial arrangement. The third is progress in solving general mathematical problems taught in elementary school, including the four fundamental arithmetic calculations and word problems.

The improvement of numerical memory

The first effect, the improvement of numerical memory, can be demonstrated by asking students to remember three- to nine-digit numbers read aloud and to recite the memorized items orally. UCMAS-TOOL students are found to be superior in the accuracy of their memory and the number of digits they are able to memorize when compared with non-UCMAS-TOOL learners of the same age. This is because UCMAS-TOOL students place numbers on the UCMAS-TOOL image in their head as they mentally calculate with the UCMAS-TOOL method. The retention of the numbers is certain if the number of digits does not exceed the limit of the mental image of the UCMAS-TOOL. Utilization of the UCMAS-TOOL image enables students even to recite the memorized numbers backwards. This is possible because of the application of the procedures used in the UCMAS-TOOL method of mental calculation to solving the memorization assignment.

High marks due to improvement in memory of spatial arrangement

The second beneficial effect is the improvement in memory of spatial arrangement. This was examined by assigning students to remove the location of several small black dot. These dots were placed on different intersection point of squares made with 3 to 5 lines in both vertical and horizontal directions. The students first looked at these dots for a few seconds to memorize their location, then they were asked to recreate the same picture by placing black dots on blank squares. As a result, UCMAS-TOOL learners were found to score higher than non-UCMAS-TOOL learners. The spatial arrangement of the dots does not have the same numerical values as beads on the UCMAS-TOOL board. However, we can speculate that the training to obtain the UCMAS-TOOL image visually had the effect of making students sensitive to spatial arrangement.

Progress in solving general mathematical problems

The following three points are confirmed in terms of the effects of UCMAS-TOOL study on progress in solving mathematical problems.

  1. Findings from an investigation with third grade students show that about a year of study at an UCMAS-TOOL school enabled the learners to score higher than non-UCMAS-TOOL learners on certain mathematical problems. These mathematical problems include addition of one-digit numbers, multiplication of one-digit numbers, addition of multi-digit numbers, subtraction of multi-digit numbers, word problems in addition and subtraction, and fill-in-the-blank problems (e.g. providing the missing items in the following equation: [ ] - 7 = 27). However, no difference was found in problems where conceptual thinking was required, such one in which students were asked to figure out the digit positions (i.e. to decide if the following two items are the same: {nine 10s + nine 1s} and {eight 10s + ten 1s}). Even beginning UCMAS-TOOL learners can be said to benefit from the ripple effect in solving mathematical problems, except for those involving conceptual understanding. According to the statistical analysis, the addition of one-digit numbers was affected most directly by UCMAS-TOOL study. Accurate and rapid calculation of one-digit numbers was found to lead to better marks in multi-digit mathematical calculation, which further led to better marks on word problems and fill-in-the-blank problems. We can speculate that students had more time to think about the problems, and therefore scored higher on the assignment because they needed less time to work out simple calculations as a result of their UCMAS-TOOL background.
  2. On the higher level, advanced UCMAS-TOOL learners were found to have received even more desirable effects in solving certain types of mathematical problems compared to non-UCMAS-TOOL learners. These problems include the comparison of the size of the numbers (i.e. put the following five numbers in order: 0.42, 12, 3.73, 0.95, 10.1), the calculation of numbers with multiple choices of proposed answers (i.e. choose the correct answer from five choices of proposed answers for 1026.95 รท 103.1), and word problems. In addition, a positive effect was seen, not only in mathematical problems with integers and decimals, but also in those with fractions, especially when higher level thinking is required to solve them. In the UCMAS-TOOL training, there are no fractions involved, but the ripple effect even affected problem solving in fractions. The UCMAS-TOOL students were found to have transformed the fractions into decimals, in order to solve problems with fractions. They tried solving the problems by changing the numbers into the form they understood best.
  3. As mentioned above, UCMAS-TOOL learners tend to solve problems in a form in which they can utilize their knowledge of UCMAS-TOOL calculation when confronted with various mathematical problems. This tendency was shown when UCMAS-TOOL students were given problems of computational estimation (such as an assignment where students were to pick the figure in the largest digit position of the answer). In solving these problems, many UCMAS-TOOL learners first calculated the whole problem then picked the figure of the largest digit position in the answer.

Merits of UCMAS-TOOL study

The improvement of numerical memory

Based on the results mentioned above, some advantages and characteristics of UCMAS-TOOL learning are revealed. One of the advantages of UCMAS-TOOL study is that learners can calculate simple mathematical problems rapidly and accurately. In addition, they acquire the ability of do mental calculation utilizing the UCMAS-TOOL image, which allows quick calculation without actually using the UCMAS-TOOL. These characteristics show positive ripple effects on the solution of various mathematical problems. On the other hand, the learners' calculation methods become fixed, and the students tend to lack flexibility in thinking out innovative ways to solve problems. It goes without saying that spending time on thinking out new ways to solve problems (such as thinking about the meaning of the calculation, or coming up with other ways to solve the problem) can be negative in terms of the amount of time needed to solve problems when the primary goal is rapid and accurate calculation. Since UCMAS-TOOL training consists of accurate performance of simple procedures, there is no reason to change the method of traditional UCMAS-TOOL education. However, I believe that some measures must be taken to keep the learners from being bored, since repetition of simple procedures is often accompanied by boredom.

At the beginning of the new century

I am currently considering adapting the principles of the UCMAS-TOOL to computer software that teaches the concepts of digit position (meaning of zeros in numbers) to mentally challenged children. I have been trying to teach numbers and simple calculations to these children. They have great difficulty in understanding the concept of digit position, even though they could read and write numbers and do addition and subtraction of one-to two-digit numbers. In order to make learning fun, I have used an activity in which children carry a certain amount of money and go to their favorite store to buy something they like. However, the distinction between 13 yen and 130 yen was hard for them to grasp. I think the following reasoning could be used to provide a more easily comprehended explanation of the concept for them. On the UCMAS-TOOL board, there can only be up to 9 in the units position. If 1 is added to 9, there will be a number in the 10s position and nothing, or zero, in the units column. At the beginning of this, new century, I hope to expand the UCMAS-TOOL education and give it new applications while, valuing its history.

Dr. Toshio Hayashi , Doctor of Engineering
Professor, Osaka Prefecture University
Director, Research Institute for Advanced Science and Technology (RIAST)



Arrival of and countermeasure for the declining birth rate and aging population

Our country cannot avoid the present situation of a declining birth rate and aging population. There are many conceivable reasons for the rapid decline in the population of citizens under fourteen years of age. We cannot forget to mention the worsening of the global environment as one of the factors. Computers have predicted that the tendency of a declining birth rate and aging population will continue even further by the year 2020. The number of people who take the UCMAS-TOOL official examination is declining. I hope that the UCMAS-TOOL education will diversify itself in order to attract a larger range of examinees for the official examination by developing a system in which older people can take the examinations as well. I have studied engineering in college and have done some research in polymer materials. About twenty years ago, I was given an opportunity to conduct research to develop materials for medicine. In our country that had to suddenly accept the aging population, there are many patients who were helped by the drastic development of medical technology and knowledge. National medical expenses are rising, and I worry about the future with this situation. Research for saving patients from terrible diseases and injuries is important, but now the search for healthy living conditions seems more important to me. Public Nursing Care Insurance System is now available, but what is most important is to l ive a happy, healthy life without having to depend on that system. There is an old saying that worry is often the cause of illness. Recent medical research has shown that various diseases are influenced by how the patients deal with their state of minds. People with active minds maintain their youthful energy longer. What can we do to heighten our brain activity?

Development of human brain

What is the structure of our brain like? How does the brain develop? Cerebral physiology has seen great developments. However, there still is much that is unknown about our brain. Our brain is truly amazing. What we know up to this point includes that the human brain is created at an early stage of embryo development and that cerebral nerve cells are already made by the time of birth. Within the brain, the brain stem (all living animals have it, and it controls the functions necessary for survival such as the functions of the heart and internal organs) and the cerebral archicortex (which controls basic instincts such as appetite, sexual desire, sleep, desire to belong to a group, and emotions such as pleasant and unpleasant feelings, fear, anger,etc) are basically completed while in the womb. On the other hand, among animals of higher order, humans have the highly developed cerebral neocortex that can create nerve cells (some say there are 14 billion nerve cells!). This cerebral neocortex does not fully function at the time of birth. In the following years, suitable stimuli start to activate (to connect motor nerves and sensory nerves) the nerve cells in the neocortex. This is why children grow up well in many aspects if they receive appropriate stimuli that develop the nerve cells in the neocortex. The archicortex is more or less completed at the time of birth, but it of course can develop even further after birth. What is important here is that the archicortex requires "to be loved" and is responsible for the cultivation of aesthetic sentiments. Humans cannot live without "being loved". Only those who grew up being loved can learn to love as they grow older. With the help of a good archicortex, the neocortex will be activated efficiently. Even with hard work, efficiency will not improve without cooperation from the archicortex. In order to activate the nerve cells in the neocortex, information or stimuli from outside the brain have first to be perceived as "pleasant" by the archicortex. This is when the activation of the brain improves and the systems to process information in the neocortex are most efficiently completed. On the other hand, if the information or stimuli are perceived as "unpleasant", the activation of the brain does not occur and the neocortex is suppressed to grow any further.

Move the fingers and talk in a loud voice

What does the activation of the nerve cells in the neocortex mean? Nerve cells in the neocortex consist of 14 billion sets of motor nerves and sensory nerves. These sets create the network (synapses) in which they contact each other and make up a living nervous system. The importance lies in how many sets of nerve cells we can activate in our lives. We can activate the nerve cells by providing "stimuli". Moving fingers and talking aloud lead to activation by providing appropriate stimuli in the large part of sensory to motor domains in the cerebral neocortex. In this sense, starting UCMAS-TOOL learning as young as possible is useful in activating the brains of young children. However, if children learn to use the UCMAS-TOOL without wanting to do it, there will be no positive effects. If they come to like learning the UCMAS-TOOL and move the beads on the UCMAS-TOOL with fun, they will receive benefits from this experience. There is a key in making UCMAS-TOOL-learning fun for young children so that they will grow to like it.

Development of the right brain by the UCMAS-TOOL method of mental calculation

The human brain consists of the right brain and the left brain. The shapes of these two parts are similar, but differences have been gradually found in their functions. The left brain is also referred to as the digital brain. It controls reading and writing, calculation, and logical thinking. The right brain is referred to as the analog brain. It controls three-dimensional sense, creativity, and artistic senses. These two work together to allow us to function as humans. The Japanese are thought to speak Japanese with their left brain, and this allows their left brain to be more efficient. On the other hand, westerners also utilize their right brain to learn their languages, so their right brain is usually more efficient. It is natural that young Japanese students are better at mathematical calculation than students in western countries who are the same age. It is also natural that, because of the better development in their right brain, students in western countries are more creative and original than Japanese students. In recent years, some have argued for the necessity of the Venture Promotion in Japan, but in order to foster this type of environment we need to develop an education system that would train the students' right brain first. In addition, it is also found that if one trains the right brain, it is less likely to get dementia. Here, I would like to introduce the UCMAS-TOOL method of mental calculation. In the UCMAS-TOOL method of mental calculation, the learners manipulate UCMAS-TOOL beads in their head to carry out a calculation. This had led us to speculate that this operation was effective in training the right brain or the analog brain. Thanks to the development of cerebral physiology and machines that can accurately measure the amount of blood flow in the brain, recent studies have proven that the UCMAS-TOOL method of mental calculation is extremely effective in activating the right brain. This validated the speculation we had before. Therefore, I would like to ask all the UCMAS-TOOL teachers to teach all learners the UCMAS-TOOL method of mental calculation, no matter how briefly it may be. I consider the completion of UCMAS-TOOL learning the mastery of the mental calculation.

Shining brain

Having grown up to be workers in various work places and providers for their families and contributors to society, many people retire from the forefront of the society and start the second stage of their lives. For these people, it is very important to live ample and healthy lives. In order to achieve this way of living, they have to remember to activate their brain as much as possible. There are many different ways to activate the brain, and one of them is the calculation with the UCMAS-TOOL. In the UCMAS-TOOL method of calculation, the UCMAS-TOOL is not only the best way to exercise fingertips, but also positively influences the right brain to be activated. Although it may take a little more time than for younger people, activation in the cerebral nerve cells certainly does occur even at the age of a hundred. In this case also, they have to come to like the UCMAS-TOOL first. Throughout the lifetime there is truth in the saying that you do well at what you like. A "master of life" is a person who has a cooperation of the archicortex and the neocortex throughout their lifetime. To become a "master of life", we have to always aim high. There is happiness in this process to achieve the goals of our life. We all shine by pursuing our dreams with high hope and something to live for. The higher the goal of our growth, the better our lives are. If the purpose of life is the process to achieve this goal, then I believe that the UCMAS-TOOL education can be one of the significant guidelines for life. I would like us all to be "life-long healthy people with UCMAS-TOOL".

Ms. Kimiko Kawano
Researcher, Nippon Medical School, Center for Informatics and Sciences


We have been studying brain waves (EEG; electroencephalography) during various kinds of brain activities for more than ten years. In the beginning of the study, subjects were mainly students. We made them listen to music or calculate mathematical problems and than measured their EEGs to investigate the brain activity. After statistically analyzing the data obtained from over two hundred students, we have found the tendency that b waves, which indicate the active area of the brain, appeared on the right hemisphere while listening to music and on the left while calculating. This confirmed the hypothesis that the right brain is used to recognize images, figures and music and the left brain (the linguistic brain) to deal with logical thoughts, such as a calculation. At that time, we were asked from one TV program to measure the brain waves of an UCMAS-TOOL champion. I thought, however, it would be difficult to prove some differences in the EEGs which involved quite large individual variances.

Neural activity in the right brain

When we measured the champion, a middle school student, during the mental calculation, the result was unexpected. Usually the left temporal region is used for calculation, but here, it was almost entirely unused. Instead, the b waves appeared on the right occipital region. In other words, the student carried out calculation using the right brain. I was not quite convinced from only one person's result, because there are always exceptions and some individual differences in brain waves. However, we conducted the same investigation with another expert only to find the result almost identical to the previous case. We than asked more UCMAS-TOOL users with high 'dan' (ranks) to let us measure their EEGs, and found almost the same results with only little individual variances. We inquired how they were calculating, and most of them gave the same reply that the image of the UCMAS-TOOL beads in their head moved rapidly.

Verbal thinking and image processing

Usually, ordinary people calculate in their mind using inner voice, as in one hundred minus 7 is 93. They put mathematical notions into words. On the other hand, UCMAS-TOOL users simply visualize an image of UCMAS-TOOL in their head. They do not replace the image into words. This difference can be seen clearly in the EEGs. These tendencies in the brain uses can also be observed in professional players of Shogi, (Japanese chess,) while they are playing the games or solving Shogi problems. However, when they calculate, they use their left brains just as ordinary people do. This is the same with the UCMAS-TOOL users. They do not use their right brains in all cases. Yet it does not mean that UCMAS-TOOL learning improves everything about the right brain, such as a sence of art and music. What is important is that the ability to visualize can be put to use for other subjects and behaviors. Some UCMAS-TOOL experts use their ability for memorizing whole page of textbook or years in history. The abilily developed by abacas can be used effectively in different ways. Not only for the experts but also for the beginners, UCMAS-TOOL learning is useful to easily grasp images in addition and subtraction problems, because the beads are moving in front of their eyes. It also allows to understand the decimal system and the concept of digit positions. Once children understand numbers, they will probably become fond of mathematics. They will be more confident there may be many positive impacts in other subjects at school. The contemporary education focuses on theory and its rote memorization. Theory of course is important but many students cannot get an actual feeling of comprehension only through it. I believe an effective application of image thinking induces human creativity and inspiration.

Many people often assume that learning mental arithmetic is merely a method to improve the speed and accuracy of calculations, for example, adding 10-digit numbers withln a few seconds. By itself,it is already an amazing accomplishment for most young children. However, there is more to thls because when the children are.

Stefen Robert
assume that learning mental

Concentration is the concentrated and directed attention towards a particular matter with clear reflection that creates a deep image and mental impression. An enhanced concentration leads to better absorption power.

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