Tutorial math and reading software for elementary and secondary arithmetic, basic math, algebra, geometry, precalculus plus GED, ABE, and CLEP preparation.
Strategies to incorporate into lessons and how to address student learning gaps
These programs have been developed by me throughout my decades of math teaching and tutoring.
My initial motivation was specifically for students with gaps in their education due to illness or frequent family moves or whatever the situation that caused them to miss key points important to furthering their math education.
Because math education builds on itself, when a student returned to my classroom from even one day of absence they were suddenly “behind” as the rest of the class moved on. If the student was properly motivated, they would seek me out for help before or after school or during a free period that we both had at the same time. Once I had these programs in place along with the included progress charts, I could say to the student upon his return to my classroom, “John, you missed these topics.” And I would mark the topics they missed on the included progress charts and send them to the computer lab. If after they did the lesson, they still had a question, it was quicker and faster to address where they were “stuck”. Usually, the tutorial software did the trick and they were up and running along with the rest of the class. That’s how to use the software within your curriculum when a student misses a day or a few days.
For students, coming to a new school or new learning situation, it is best to use the included progress charts for help with placement. Both the Basic Math Placement Test and the Algebra Placement Test are provided electronically as well as pdfs for printing and working with pencil and paper. Some students do the test on paper and then enter their answers on the computer for grading and placement purposes. The software will indicate which areas are weak and need to be worked on. Those will be the lessons they need to accomplish. In this instance, they may be directed by a “facilitator”, not necessarily a math instructor.
For students using this software as a stand-alone curriculum, let’s say as an Algebra course, they would start on Lesson 1, Section 1 and move forward at their own pace or directed by a “facilitator”, not necessarily a math instructor.
These programs follow the accepted standard math curriculum in California, Hawaii, Illinois, and Massachusetts.
I am available to answer any curriculum or software questions, even after the sale! Just email me: firstname.lastname@example.org
Illana Herzig Weintraub