Math Programs

Saxon Math
A highly structured, provides information in small increments, and systematically distributes instruction, practice and assessment.  Program ranges from Kindergarten to Grade 12.

Saxon Publishers
Harcourt Achieve
Customer Service, 5th Floor
6277 Sea Harbor Drive
Orlando, FL  32887

The Landmark Method of Teaching Arithmetic

A practical method for teaching word problems and fundamental math operations.  Compensatory strategies for language syntax deficits, poor automatatization skills, low digit spans, inaccurate estimation and sequencing overload.

Landmark Outreach
P. O. Box 227, Prides
Crossing, MA 10965
978-927-4440  x2116

The On Cloud Nine™ Math: A Visualizing/Verbalizing Math Program

A concept and numeral imagery are integrated with language and applied to math computation and problem solving. There is emphasis on both mathematical reasoning and mathematical computation.

Semple Math
A basic skill mathematics program.  A unique mnemonic teaching strategies. The student will learn mnemonics to help acquire arithmetic facts and understanding of place value.  It can help the student remember times tables, and all math concepts and operations. Stevenson Learning Skills, Inc.
8 Commonwealth Avenue
Attleboro Falls, MA  2763-1014

Touch Math
TouchMath is a multi-sensory, paper-and-pencil approach to computation. TouchMath’s method of touching and counting on numerals to generate number facts is effective with all three major learning types: tactile, as well as auditory and visual.  Students develop a basic understanding of numbers and mathematics concepts as they touch and count aloud on these points in a consistent pattern. In TouchMath addition, students count forward. In subtraction, they count backward. In multiplication and division, they count in sequences. For grades K-4.

Math Insight
According to one of our parent recommended Math evaluators, Mahesh Sharma, director/founder
The Center for Teaching and Learning Mathematics, Wellesley Hills, MA

80% of people learn quantitatively (procedurally),
15% learn qualitatively (by recognizing patterns),
2.5% learn both ways, and
2.5% have a true math disorder.

Students with Visual-Spatial Disorders (i.e. NVLD) fall into the15% category that learn qualitatively (by recognizing patterns), and
 schools tend to teach to the 80% of people learn quantitatively (procedurally).

Professor Mahesh Sharma, talks about dyscalculia

Making math a pervasive presence through teacher development and student engagement? Revere Public Schools, Revere, MA

Article: Components of Effective Mathematics Instruction
Louise Spear-Swerling,  October 2005

"Scientific investigators interested in learning disabilities have identified several patterns that may be found in youngsters with math disabilities. Some of these children have difficulties that revolve primarily around automatic recall of facts, coupled with good conceptual abilities in mathematics; this pattern characterizes some children with reading disabilities. Another common pattern involves difficulties with computational algorithms; yet a third pattern involves visual-spatial difficulties, such as difficulty lining up columns or with learning spatial aspects of math, such as geometry. Although effective general education instruction can help to prevent low math achievement in many children, some youngsters with genuine math disabilities will require more intensive, long-term instruction in order to be successful."

What are Math Metacognitive strategies?

Articles about math-related learning disabilities, from LD On-line website

Math computer software program