Math FAQ

List of 12 frequently asked questions.

• "How do teachers support a student when something is easy for them?"

  In all math classes, we can provide extension activities and deeper problem-solving challenges. Our small group structure allows us to differentiate within each program.

  If a student consistently demonstrates mastery, we reassess their placement, our groups are always fluid.

• "My child is saying they are bored. Why can't you go faster/why are you repeating things they know?"

  Math anxiety often masks itself as boredom, and students with learning differences

  sometimes need multiple exposures to truly master concepts for long-term retention. Other times, boredom can be due to the first time a child is at ease with the content they are presented with. However, if your child is genuinely ready to move faster, let's

  schedule a conversation. We can review their assessment data and consider program adjustments or enrichment opportunities.

• “Will my student be ready for Geometry/Honors Geometry in 9th grade?"

  Our goal is to prepare students for appropriate high school math placement based on their individual profile. Students from our program successfully enter various high school math courses. We work closely with receiving high schools to ensure proper

  placement recommendations based on each student's demonstrated mastery and cognitive profile.

• "Do you keep students with the same middle school math teachers over the years for consistency?"

  We balance consistency with the benefit of different teaching styles and expertise. While we tend to try to keep the same teacher-student pairings, we do maintain detailed records of what works best for each student, share this information across

  our math team, and re-evaluate the best fit for the student throughout their academic journey.

• "How do you create math groups?”

  Our math groups are more sophisticated than simple ability grouping. We use diagnostic data including assessment scores, cognitive processing profiles, math anxiety levels, and social dynamics. This means a group might include students at

  similar academic skill levels but with different learning profiles, or students who work well together socially. The goal is optimal learning conditions for each child.

• "How do you ensure teachers stay current with best practices?"

  All teachers completed comprehensive multisensory math training this past summer. Teachers attend quarterly content meetings and receive continuous instructional coaching. This includes classroom observation, feedback, and individual coaching

  sessions to refine their teaching strategies. We also partner with the UCSF Dyslexia Center and participate in their math instructional trials. We apply their research findings directly in our classrooms. Most recently, we are incorporating their

  multiplication fact fluency based on their latest research and development.

• "How does the UCSF partnership benefit students?"

  Our teachers receive access to cutting-edge research on math instruction for students with dyslexia. We pilot new approaches through their trials and implement proven strategies. This means your child benefits from the most current, evidence-based

  methods for math learning differences.

• "Does Math U See align with Common Core State Standards?"

  Math U See follows its own systematic sequence focused on foundational understanding. We have an overview of Common Core standards and what's covered in each course, and integrate grade-level concepts when students demonstrate readiness.

• "How do you ensure students don't fall behind grade-level expectations?"

  We meet students where they are mathematically, building toward grade-level proficiency at their optimal pace. Our diagnostic placement and progress monitoring ensure steady growth toward mathematical competency.

• "What about high school preparation if they haven't followed Common Core exactly?"

  High schools prioritize mathematical competency over specific standards coverage. We work with receiving schools for appropriate placement.

• “Do you modify instruction to include Common Core approaches?"

  Yes. We introduce grade-level problem-solving strategies when students demonstrate readiness, while maintaining Math U See's concrete, representational and abstract approach that students with learning differences need for success.

• "What accommodations do you provide for students during math instruction?"

  Our small group structure and multi-sensory approach provide built-in accommodations that often exceed IEP recommendations. Students receive extended time, use of manipulatives, visual supports, and multi-modal opportunities to display learning. We also provide individualized supports based on each student's cognitive profile and learning needs.