LEARNING
Math Tutoring
One-on-one math intervention built on the foundations of number sense. We start with detailed assessment, then create learning plans that directly address gaps in number sense, procedural accuracy, and fluency, for students who have struggled to make progress in math.
Math difficulty is rarely a motivation problem. A child who cannot subitize (recognize small quantities at a glance) is missing a foundation that fact drilling will not build. A child who has memorized procedures without understanding place value will stall when the numbers get bigger. A child who computes accurately but fails word problems may have a language comprehension gap, not a math one. Effective intervention begins by identifying which underlying math skills are missing and then designing intervention that addresses those needs first.
Assessment first
Every math student begins with a skills assessment measuring number sense, subitizing, counting principles, place value understanding, math fact fluency, computational procedures, and word problem comprehension.
See a sample skills assessment (redacted) →
Dyscalculia (a specific learning disability in math) typically shows as weak number sense beneath the grade-level symptoms. The profile, not the student's grade level, determines the intervention.
Progress monitoring
Skills are measured before instruction begins, monitored in every session, and re-tested with the same instruments at the end of a round, so growth is documented rather than estimated.
Parent updates every 20 hours of instruction report where the student is in the curriculum, what they have mastered, and what comes next.
The programs we draw from
We prioritize number sense and understanding of algorithms over rote memorization, selecting the approach indicated by the assessment.
What a typical plan covers
The starting point depends on the assessment: some students begin with counting principles, others with multi-digit algorithms.
Start with a free 15-minute consultation.
We will hear your child's math history, review any assessment data you have, and recommend a starting point.
We are committed to working against the way that racial and socioeconomic privilege manifests itself in the identification and remediation of learning disabilities.
We do what we can by offering need based scholarships, doing pro-bono consultation for families with economic needs, providing services in some of Maine's lowest resource schools, and working with educational advocates on the toughest cases to help ALL students get what they need.