Learning the formula first and then solving the problem is like reading a criminal mystery novel while knowing who the culprit is. We don't think about "Who could the culprit be?" nor the meaning of the problem. In Tamaishiki M.R.C., we make students think about the meaning of the problem first without teaching them the formula. They repeatedly study the curriculum that makes them think thoroughly about the problem and create their own formulas or diagrams through trial and error. Rather than just teaching formulas and instructions on how to solve problems, we encourage students to think about the problem deeply. By using this process, students build up their creative minds and mathematical thinking skills.

In Tamaishiki M.R.C., students will progress by watching animated stories to solve long word problems, while also working on the textbook. Our story is based on the children's book, "The Catdog Kingdom and a Wolf in Limbo", which contains fun characters and animations. It suites even young children to learn without losing their concentration. In addition, taking into account that young children learn through real objects, our math problems are introduced through the story, allowing the children to get a simulated experience while they think about the solution. This provides an opportunity for children to naturally learn how to think and answer math problems. Mitsuyo Tamai, a scriptwriter, and an educational advisor has an ideology that "Education materials with high-quality videos cultivate children's sensitivity." She includes a touch of family feeling in the materials that turn the textbook to be more enjoyable math learning material.

In Tamaishiki M.R.C., as one progresses through the lessons, the amount of visuals will gradually lessen, to gently ease the students into reading texts and solving problems on their own, building up a habit of reading texts without any struggle. For the long word problems, firstly students will be made to concentrate on listening to the audio, rather than reading the text. Second, students will follow the text with their eyes while listening to the audio, and finally, they will practice reading the text without listening to the audio. By using a step-by-step process, students will gradually lose their struggle to comprehend printed text and naturally develop the ability to read and understand (reading comprehension) on their own. Furthermore, since the end of the story is not presented visually but entirely in the text, the student will begin reading the long passage, to know the ending. This develops the habit of reading long passages for satisfaction. Even students who are not very good at reading will eventually be able to read comfortably. One of the features of Tamaishiki M.R.C. is to help students develop the habit of being able to read long passages by the time they reach the upper grades.

When a child is stuck on a problem, clues will be provided in the video, so the child can self-discover the solution with them, rather than just simply giving out the answer. This is one of the strengths of Tamaishiki M.R.C. Through the nonchalantly given clues from our animation characters, the children will think and find the solution on their own. Being told the answer without having to think is the same as studying only to remember the formulas. This is why Tamaishiki also puts effort into how the clues are given to encourage children to think by themselves and develop their creative minds and mathematical thinking.