The seed of this game came from the fact that the Kyoto protocol recently expired with nothing to replace it. Basically CO2 emissions are going up and up and collectively not much is happening to bring them down. We'd like to think that reality works the way we'd imagine it should but it doesn't always.
Individuals 'learn' because it serves them in some way, and children of course are more instinctive than adults. Regardless of learning style, a young child will want to learn something as a way of exploring the world, and will use all senses: this is because the rational brain is not yet in many cases ready to retain information merely from sitting down and 'taking notes'.
To those who rightly identify Mathematics as a critically important focal point for schools' improvement, I urge you to consider not just how we broaden the level of understanding in our schools, but how we stretch and challenge the very best, by doing so in an environment where excellence seeps through every pore of expectation.
Too much teaching is seen as getting students through tests rather than giving them a real understanding of what maths is about and so preparing them for the next stage of education, work and life. Teachers have become more aware of the need to improve students' problem-solving and investigative skills, but rarely integrate that into the way children learn.