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Multisensory Math Tutoring
Multisensory Math Tutoring
Do you have a student who still struggles with basic math skills? We offer Multisensory Math tutoring in:
Numeracy or number sense
Basic math facts
Multiple step calculations such as long division
Multiple digit multiplication
Fractions
Telling time
Measurement
And more!
An assessment will be done in the first session to determine the skills that should be targeted. Skills included are ones that are taught in Kindergarten through 5th or 6th grade. Students could be in Middle School or high school and still be behind in these skills. We will assess the areas in which the student is struggling, and a multisensory plan will be put in place.
Elements of a Multisensory Math Lesson
Student engagement is key
Every math lesson is designed to engage the student, encouraging them to take responsibility for their own learning. The elements of an Orton-Gillingham language lesson can be applied to a multi-sensory math lesson. Each lesson is delivered using:
- Multisensory - The three learning pathways are engaged simultaneously with the goal of getting new information into the long-term memory. The three pathways are the auditory, visual, and kinesthetic pathways
- Numeracy - students need to understand the concept of numbers in order to do math. They need to understand: 1) that ours is a place value system; 2) that the digit and its place value are important; 3) numbers can be expressed in many different forms.
- Synthetic – Analytic - in math, numbers are conceptualized, expressed, and calculated by analyzing the parts , and synthesizing the parts into the whole.
- Structured - For many students, the teaching of math has to be carefully structured and directly taught. A student is helped by learning number sense and is taught how to organize numbers.
- Sequential - Many students have difficulty with sequencing. They need to learn to read numbers from left to right, but place value increases as they move from right to left. They need to learn math concepts, going from simple to complex.
- Cumulative - Each piece of new learning needs to be securely learned and connected to what is already known, so that it becomes a part of what is known and can be used. A teacher needs to teach a student where the new information fits with what has already been learned.
- Repetitive - Merely understanding math logic is not sufficient for many students. They need to over learn so that dealing with basic facts becomes automatic. A teacher needs to cycle back often for review. The amount of repetition needed depends on the student’s learning needs.
- Cognitive - Multisensory, structured, math teaching is geared to training logical, independent thinking about numbers. It teaches students to use math language as they think about numbers. Many students need to discover that they can use reasoning to build mastery. Also, they need to understand why they are having difficulty with written math, and why they need to learn in this particular way.
- Diagnostic - A teacher must be able to observe a student’s confusions and to understand what elements of math need to be taught or reviewed to eliminate that student’s specific uncertainties.
- Prescriptive - A teacher needs to know what teaching steps to prescribe for a student and how to implement those steps into an appropriate instructional plan to assure that the student makes progress.
