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Bridging the Gap from May to August with Mathematics

June 8, 2017 by Tammy Jones

Did you know that the level of a student’s intelligence is usually not the primary deficiency in being successful in middle school or high school mathematics? There is a myriad of reasons that students struggle with mathematics. These range from attendance, attention span, instruction, and personal issues, to math anxiety and low self-esteem and motivation.

Today’s middle school and high school classrooms present unique challenges for educators. Classrooms are filled with very diverse populations of students who bring a variety of skills, gaps, and needs to the class. Too often, educators are not able to meet all the individual needs of each student. Even in most intervention settings, a “one size fits all” approach is used.

  • Is your son or daughter struggling with mathematics?
  • Does he or she have math anxiety?
  • Are their gaps in your child’s math learning due to absences from an illness or a family emergency?
  • Could your middle school or high school child benefit from a tutorial and review of mathematics?

If you answered yes to any of these questions, your child needs:

Algebra I Mathematics Tutorial: Review of Middle School and Algebra I Mathematics

for more information, register for the FREE orientation webinar

for parents that will be Thursday, June 22, 2017, at 7 pm CDT.

 

Successful completion of this course will help strengthen a middle school or high school student’s math skills before returning to school this fall. Active engagement in this tutorial/review will help prepare your child for the more challenging standards and pace of mathematics they face in today’s classes.

A blended approach will be employed during the month. A pre-assessment will be given initially to identify each students’ greatest areas of need. There will be two live weekly support sessions – topically focused. These will be presented via webinar and will be 2-hours in length. Each will include a presentation of material as well as a time for Q&A. The second component is an on-line platform that students will have access to for two years. It provides an on-line text, numerous problem-solving opportunities, video and power point presentations, examples, helpful hints, an individualized study plan, and more. Students will be expected to actively work each week in the on-line platform.

If you have further questions please feel free to email: TammyJones@TLJConsultingGroup.com

Check out this FREE webinar/course on Stimulating Summertime Suggestions with websites and apps and ideas for keeping the math and learning alive during the summer:

Stimulating Summertime Suggestions

 

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Filed Under: Odds & Ends

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I just returned from NCTM Boston. What a great week! I got to catch up with a lot of old friends and made several new ones as well. My co-author, Leslie Texas, and I did a session on one of our strategies from our book series What’s My Move: A Kinesthetic Multisensory Approach to Graphing […]

Algebra I Employment Standards – 2023-2024

State Approved Hybrid Training Sponsored by the Tennessee Department of Education The State of Tennessee has provided various paths for qualified middle school teachers to teach Algebra I/Integrated Math I for high school credit. The various paths are described at https://www.tn.gov/education/licensing/educator-licensure/licensed-educators.html.  The purpose of the trainings offered here is to provide the pedagogical and content […]

Putting the “A” in STEAM

Are you looking for a summer workshop for your K-12 students? In July, I will be hosting an art/writing workshop for students K-12. We will be focusing on Putting the “A” in STEAM.  This 6-day enrichment workshop will focus around the arts and humanities. Students will create and begin to use a combined art journal […]

NCTM, San Francisco

My colleagues and I really enjoyed your presentation at NCTM.  We have already convinced our principal to pre-order us copies of your new book, but we would also like 4 class sets of the pyramids. 

Many presentations talked about problem solving and the benefits of giving students higher level thinking problems, but yours was the only one that really told us how to teach it and scaffold it for students, rather than just modeling what problem-solving looks likes.  Thanks.

Julie Jacewicz
Beaverton, OR

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