So far, the mainstream in arithmetic and mathematical learning is to solve this problem this way, using this formula. There is a one-on-one relationship between problems and solutions, as long as this one-on-one relationship is recorded. This learning method is centered around memory. If children adapt to a memory centered approach, they may become the type of "remembered" and thus hinder creative thinking.

In the above figure, the measurable learning ability refers to visible learning ability, while the unmeasureable learning ability refers to invisible learning ability. Visible learning ability generally refers to the field of knowledge, and the evaluation indicator is how much knowledge or skills have been learned, which can be taught by others, remembered by memory, and immediate results can be seen. Invisible learning ability generally refers to the sensory field, focusing on cultivating useful habits. It refers to the ability to think and solve problems on one's own. Through the cultivation of invisible learning ability, children's subjectivity and thinking ability will become stronger, their application ability and problem-solving ability will become stronger, and children will become more and more fond of learning! Although the effect cannot be seen immediately, it will be seen in the future.

Invisible learning ability has two evaluation indicators: (1) How high is the level of image abstraction ability, i.e., the ability to think based on graphics and the ability to think without making drafts. (2) What is the height of hypothesis thinking ability, i.e., the ability to make multiple hypotheses and verify them in a short period of time, and to think about one's own unique combat plan. If memory centered education is conducted before cultivating thinking ability, or before developing the habit of thinking when faced with difficulties, it will become more difficult to cultivate "invisible learning ability". Before remembering, one should become someone who is good at thinking!