London conference - Chess & Mathematics
Friday, 07 November 2014 11:57
2014.12.06-07 London. Chess and Mathematics. 
Organized by the UK charity Chess in Schools & Communities.

2013workshopBrings together leading experts in the fields of scholastic chess and mathematics education. Chess is ideal for the enhancement of mathematical thinking.Learning is enriched by a growing variety of mini-games, chess variants, puzzles and activities. The conference comprises a mixture of presentations, debates and workshops.

The latest programme (pdf)

The website is updated:

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The photo shows one of the workshops in progress at last year's London conference.
Armenia's Chess in Schools
Thursday, 06 November 2014 22:54
cis video classesThe web site of the Yerevan conference now has some videos.

Many of you will be interested to get a glimpse inside some of the classrooms.

The videos include a look inside classes of each of the three year groups that currently have chess in the curriculum.

You can see them on the web site of the Chess Academy of Armenia - here.

here are also videos of the most important speeches that were delivered at the conference.
CiS Conference in Yerevan - important results
Saturday, 25 October 2014 15:00
creativityThe ICCS Conference in Yerevan was a great success. Major research results were announced, along with many interesting presentations. The participants came from all round the globe, including Angola, Cameroon, China, Laos, Madagascar, Malawi, Mongolia, Thailand, USA and Zambia.

Probably the most important presentation was that by Professor Ruben Aghuzumtsyan and Sona Poghosyan. It demonstrates clear benefits of teaching chess in schools, as seen from a methodologically well run study. You can download it here.

The impact of chess lessons on formation and development of the students

The resultant improvement in creativity is especially striking. There were plenty of other clear benefits as well. Interestingly, it did not result in any improvement in mathematics (arithmetic). Years 2,3 and 4 have had the benefit of chess tuition in class, year 5 have not; the age progression has been completely overturned!

We will add more here over the next few days.

Chess in the school curriculum - a history
Thursday, 16 October 2014 10:39
A brief history of chess in the school curriculum, from 19 June 1996 (date of the decree making chess compulsory in Kalmykia schools) to the present state of 30+ countries having introduced chess as a compulsory or optional part of the curriculum can be downloaded pdfhere.
Important Social Aspects
Thursday, 16 October 2014 10:21
Important Social Aspects of Chess in Schools

malmsten2It is easy to overlook the social aspects of our chess in schools projects, but we should not. It is typical for members and leaders of chess federations around the world to focus on competitive chess aspects. Since all chess officials have played at some competitive level, however high or low, it is quite natural to think in terms of chess competition involving ‘winners’ and ‘losers.’ That is not ideal in the educational and social context, and there is another way.

The alternate path still has chess competitions but they are much more social in nature. Göran Malmsten in Sweden was a pioneer. Starting in the 1960s, he gradually built up a system combining a chess competition with important aspects of social development. Instead of the familiar 1-1/2-0 (win-draw-loss) scoring system, so ingrained in chess players, he developed 3-2-1. There is another very important part to the system, but first an important subtlety. We should not present this as win-draw-loss, but as one point for taking part, an extra point for a drawn game and two extra points for winning a game. That can make all the difference to a child’s view (and even that of adults) of the chess ‘competition.’ Then we have the ‘coup de grâce’ or, perhaps more appropriately, the ‘coup de Coeur.’

According to the percentage of players from a class, a club, a school, or any other group (according to the entries to a competition), so that is the percentage points to which they are entitled (based on their ‘raw’ score).
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