All posts by mmradmin

Looking Forward to the Next 25 Years

A Focus on the Clinical Experience of Teaching Math:
New Expansions to Services Provided by
the Making Math Real Institute

Making Math Real is a Power Tool

Since 1996, expanding and evolving the transformative power of teaching math K-12… For those of you who know about the “power tool” in the exponent code, it’s the power transformer in a powers of 10 system that allows us to power count 1, 10, 100, 1,000, 10,000,… For the last 25 years, Making Math Real has been the power transformer for our students.

In looking forward to the next 25 years, the MMRI, in addition to continuing its focus on providing and expanding the 700 hours of seminars currently available, will present a new focus on providing significant support in helping MMR practitioners maximize their development as clinical math educators. I will be offering the following new structures to implement this new focus on the clinical development of MMR practitioners and all will be presented in a distance-learning format:

The Making Math Real Lab School Mentorship Program:

The highest level and most intensive and comprehensive experience in helping MMR practitioners become complete clinical math educators. The possibility of receiving certification from David Berg and the Making Math Real Institute can be an additional outcome of the MMR practitioner’s successful mentorship experience. The Lab School Mentorship Program (LSMP) is intended for highly experienced MMR practitioners and/or classroom teachers who have completed most or all of the MMR series of 12 courses, and most importantly, have been successfully practicing and applying MMR-based interventions at various levels and with students with diverse processing styles for two or more years. Full description coming soon.

The Making Math Real Supervision Program:

The Making Math Real Supervision Program is intended to support MMR practitioners at varying stages of their development from those who have completed at least the Making Math Real: Overview, K-12 and one additional major course such as the 9 Lines Intensive, The Four Operations & the 400 Math Facts, or Fractions, Decimals, and Advanced Place Value all the way to those who have completed all of the MMR courses, but are not yet ready for the Lab School Mentorship Program. The Supervision Program is less intensive than the Lab School Mentorship Program and is structured to help MMR practitioners successfully apply the MMR methods in correct alignment with students’ processing indications. Participant’s successful experience in the Making Math Real Supervision Program can provide the preparation needed for candidacy in the Lab School Mentorship Program. Full description coming soon.

Clinician’s Corner:

Clinician’s Corner will start out as a regularly scheduled monthly open discussion group in which will I respond to questions/requests from MMR practitioners. The intended format of Clinician’s Corner is to encourage questions and support pertaining to the clinical aspects of establishing and maintaining MMR-based interventions, specifically the development of the practitioner’s ability to clinically observe and interpret students’ affective and cognitive behaviors. Clinician’s Corner is structured for intermediate to advanced practitioners who have completed a baseline of coursework and have been applying MMR-based methods for students at various levels and diverse processing styles. Full description coming soon.

Making Math Real Intensive Mini-Courses:

A new and dedicated branch of the MMRI’s series of courses is the Mini-Intensives. Three Mini-Intensives, Long Division, Decimal Long Division, and Fractions on the Number Line & Decimals on the Number Line were presented in summer 2020, and two additional Mini-Intensives are scheduled for Spring 2021: Comparing and Ordering Fractions and Mental Percent Solving. The Mini-Intensives provide opportunities for participants to receive more expansive and in-depth integration of specific MMR content areas that are critically important as fundamentals, and extremely large in scope and incrementation. Based on the success of the Mini Intensives so far, the MMRI will continue to offer an ongoing series of these courses as a permanent inclusion within our regular series of 12 institute seminars. Full description coming soon.

Please Stay Tuned for Upcoming Full Descriptions

Please stay tuned in the coming months for the full descriptions of each new Making Math Real Institute structure as part of the ongoing series “Looking Forward to the Next 25 Years”. We are pleased and excited to begin implementing this new focus on the clinical development of MMR practitioners world wide.

Be well and stay healthy.

David Berg, E.T.
Founder & Director of the Making Math Real Institute
Creator of the Making Math Real Simultaneous Multisensory Structured Methods

Wrapping Up 2020 and Looking Ahead to 2021

First of all, we at the Making Math Real Institute wish you a happy holiday season and hope all of you are staying healthy and safe. It is our highest priority to return to our normal structure of presenting our series of 12 courses in person at our two locations in Oakland, CA, once conditions of the pandemic improve to guarantee the health and safety for all of us.

Drastic Times Call for Drastic Measures

At the time of this writing, a drastic surge in the spread of COVID-19 has precipitated another Stay-At-Home order from the state of California, so my hopes expressed back in August 2020 that we would soon be able to return to an in-person format for all the MMR courses have been dashed. Drastic times call for drastic measures, and as I stated at the end of the Part 5 of Making Math Real’s Response to COVID-19 from August 4, 2020:

“If the unsafe conditions of the COVID-19 pandemic persist indefinitely, and continue to require distance learning only, I will endeavor to create new structures for teaching Making Math Real via distance learning.”
>> read the full excerpt

Since the unsafe conditions surrounding COVID-19 continue to persist, rather than continuing to postpone all the MMR courses that are heavily focused on the use of manipulatives, I have created a way to provide both the Making Math Real: Overview, K-12 and the Making Math Real: 9 Lines Intensive in a distance learning format.

The Overview, K-12 and 9 Lines Intensive 
Will Be Offered in Summer 2021 Via Distance Learning

For the first time since January 2020, both the Overview, K-12 and the 9 Lines Intensive will be offered again, and scheduled as part of the 2021 Annual Making Math Real Summer Institute. Whether or not it becomes “safe” to return to an in-person format by summer 2021, I am committing now to a distance learning format for both courses. Please note that offering the Overview, K-12 and the 9 Lines Intensive via distance learning is a temporary measure only; and as soon as it is safe to return to our in-person format, these courses, and all 12 of the Making Math Real Series of courses, will be exclusively presented in the intended in-person format.

Silver Linings: Benefits of the Distance Learning Format

I have explained repeatedly in Making Math Real’s Response to COVID-19 Parts 1-5 why Making Math Real was never intended to be taught via distance learning. Now that conditions require I transition the Overview, K-12 and the 9 Lines Intensive into a distance learning format, the need for travel to our Institute locations in Oakland, CA is eliminated, so people can attend these courses from around the world while staying safe at home. In addition, instructional days will be cut in half – four hours each day instead of eight, from 9am – 1pm Pacific Time each day. The Overview will be four 4-hour days and the 9 Lines Intensive, six 4-hour days.

Register Early as Enrollment Will Be Limited

Due to the limitations of online distance learning formats and unprecedented in the history of the Making Math Real Institute, enrollment will be capped, so if these are courses in which you have been waiting to enroll, to guarantee your place in the Overview, K-12 and the 9 Lines Intensive, please enroll as soon as possible once registration for the 2021 Summer Institute is opened in February.

We hope all of you are safe and have managed to make the best of these difficult times and conditions. We are extremely optimistic about better times ahead in 2021. Next year will be the 25th Anniversary of Making Math Real, and in celebration of this landmark event, we will be presenting to you new, major expansions and innovations in our services, products, and opportunities. Please stay tuned – we will be sending out a series of email notifications throughout the year and starting just after the New Year about the new branches of the Making Math Real Institute, new products and services, and special events and sales.

Stay safe and be well.

David Berg, E.T.
Founder & Director of the Making Math Real Institute
Creator of the Making Math Real Simultaneous Multisensory Structured Methods

In the Wake of Changing Times – MMR’s Response to COVID-19 Part 5

August 4, 2020

Making Math Real’s Response to COVID-19 Part 5:
Update on the Status of the
Making Math Real: Overview, K-12 Course

Our Highest Priority at Making Math Real is Returning to In-Person Courses Once Conditions are Safe

First of all, we at the Making Math Real Institute hope that all of you are staying healthy and safe and that the impact of COVID-19 will end soon. It is our highest priority to return to our normal structure of presenting our series of 12 courses in person at our two locations in Oakland, CA, once conditions of the pandemic improve to guarantee the health and safety for all of us.

Back in May 2020, I published a blog, “Making Math Real’s Response to COVID-19 Part 2”, in which I presented my explanation for which Making Math Real courses could be transitioned to a distance learning/online format, and which courses could not. My hope at that time was that by September 2020 we would have returned to our regular in-person instructional format. However, since current conditions during the COVID-19 pandemic have not yet improved sufficiently to guarantee the safety for all of us, it is necessary for us to continue to provide only those courses that can be effectively presented in a distance learning/online format.
In “Making Math Real’s Response to COVID-19 Part 2”, I explained that all of the Making Math Real series of courses that focus on the physical, hands-on use of manipulatives cannot be effectively transitioned to a distance learning format.

From that “Part 2” blog post:

The Physical, Hands-On Use of Manipulatives: The Cornerstone of all the Making Math Real Series of Courses that Cover the K-5 Scope and Sequence

As an educator of 45 years, I have always experienced the superior educational benefits of presenting all instruction in a direct, in-person structure in which the physical, hands-on connections that drive the Making Math Real simultaneous multisensory structured methodologies can function appropriately. We are physical beings, and despite the ongoing developments in virtual technologies, virtual forms of educational practice can neither replace nor substitute for the direct physical experience that fosters the integration of all learning in the body. It is through this body-based integration that simultaneous multisensory structured methods achieve the highest priority goal and objective of instruction: the development of essential self-regulatory executive functions that support initiating, activating, and sustaining working memory.

The most significant and effective form of direct, physical learning occurs with the extensive use of manipulatives, which is a cornerstone of the all Making Math Real series of courses that cover the K-5 scope and sequence. Consequently, all of the following Making Math Real series of courses that rely extensively on group interaction with manipulatives cannot be transitioned to an online format:

Making Math Real: Overview K-12
• Making Math Real: The 9 Lines Intensive
• Making Math Real: Kindergarten
• Making Math Real: The 4 Operations & 400 Math Facts
• Making Math Real: Time & Money
• Making Math Real: Games!

Making Math Real: Overview, K-12 
for September 2020 is Cancelled

Since the Making Math Real: Overview, K-12 cannot be transitioned to an online format, it is with utmost regret that I must also cancel the Fall 2020 Overview course. Please understand, since it is our highest priority to return to our regular in-person format for the courses as soon as conditions of the COVID-19 pandemic guarantee the safety for all of us, we will directly transition back to our regular in-person format; and all of the courses that could not be presented in a distance learning format will be rescheduled starting with the Making Math Real: Overview, K-12 as soon as possible.

Making Math Real: Overview, K-12:
The Most Important of All the Making Math Real Series of Courses

In addition to being the required prerequisite course for getting started with the Making Math Real series of courses, the Making Math Real: Overview, K-12 is the most important of all the Making Math Real series of courses. The Overview course provides the necessary introduction to the structure and methods of Making Math Real to prepare educators and parents for the up to 680 hours of content courses that follow (see the full list of courses here), and is therefore the mandatory prerequisite for all other Making Math Real courses. The Making Math Real Simultaneous Multisensory Structured Methods are historically unprecedented and are the first and only comprehensive pre-K through calculus prescription for teaching that emphasizes integrating the development of executive function and working memory within every math lesson.

Math Means “I Know that I Know”

The entire emphasis of all the Making Math Real Simultaneous Multisensory Structured Methods K-12 is on structuring the educator’s ability to activate and sustain their students’ comprehension-based, working memory perceptual experience of the mathematics. For teaching much of the K-5 fundamentals in mathematics, this requires a direct and interactively structured, in-person, hands-on use of manipulatives. The interactive structure of using the manipulatives provides students with a direct and physical, concrete experience of activating their comprehension-based working memory picture for introducing new mathematical concepts. Once students have integrated the concrete concepts of the math, they are systematically guided to transferring their concrete, manipulatives-based understanding of the math to its specific reconstruction in abstract symbolic form. Successful transfer of the concrete to the abstract means students can self-activate their comprehension-based working memory picture directly from the math symbols. The emphasis on developing students’ ability to self-activate and sustain working memory is unique in math education, and is never to be confused with the way math has been consistently taught: teaching to procedural memory dissociated from comprehension-based working memory activation. Procedural memory without working memory activation can at most “hope” students remember what to do, whereas students’ self-activation of working memory integrates their knowing and understanding what they are doing, because processing math successfully means “I know that I know”.

Making Math Real Was Never Intended to Be Taught Via Distance Learning

The online format of distance learning is contraindicated because the educator’s ability to structure, activate, and sustain their students’ working memory picture without direct and immediate physical interaction with their students’ hands-on, manipulatives-based experience, is severely limited. The Making Math Real Simultaneous Multisensory Structured Methods K-12 require an active learning experience for the students, not a passive one. The nature of distance learning greatly fosters a passive response from participating students (much like watching TV or an instructional video), and without the educator’s ability to immediately activate instruction through direct and physical management structures, students can revert to passive modes of learning. In addition, students with underdeveloped self-regulatory abilities to sustain focus and attention will struggle to maintain engagement with the lesson without a direct, in-person external source to help manage their behavior and attention. Furthermore, the significant limitation of the educator’s ability to establish and maintain rapport with students via distance learning greatly reduces instructional effectiveness. As stated above, we are physical beings, and to maximize educational and developmental benefits, all students need and deserve all instruction to be delivered in a direct, in-person format. Making Math Real was never intended to be taught to students via distance learning.

Sending the Wrong Message

Making Math Real: Overview, K-12 is the most important of all the Making Math Real series of courses, and since the principle function of the Overview course is to help educators expand their teaching practices beyond the limitations of teaching to procedural memory dissociated from working memory activation, I would be sending the wrong message to new participants by introducing Making Math Real via distance learning. Without first experiencing a baseline physical connection of the direct and immediate interaction with their students’ hands-on, manipulatives-based experience, new participants could not understand how my attempts to express this cornerstone of Making Math Real via distance learning are misleading; and worse, could inadvertently send the wrong message that course participants, too, could try and teach Making Math Real via distance learning. The prospect of my trying to teach the Making Math Real: Overview, K-12 via distance learning prompts what would be my constant disclaimer to the course participants:

“Even though you are experiencing me teach Making Math Real to you online, Making Math Real was never intended to be taught online, so please, do not do what I’m doing!” *

Please Stay Tuned

It is my sincerest hope that the effects of the COVID-19 pandemic will one day cease and we can return to our normal human interactions. In the meantime, as conditions remain unsafe, I will continue to postpone the Making Math Real: Overview, K-12 course, which means the Overview scheduled for February 2021 may also be cancelled. I will make a formal decision about the courses for Spring 2021 by the end of November 2020 or sooner, so please stay tuned. I hope my explanations for why I cannot present the Making Math Real: Overview, K-12 course via distance learning make some sense to you. If the unsafe conditions of the COVID-19 pandemic persist indefinitely, and continue to require distance learning only, I will endeavor to create new structures for teaching Making Math Real via distance learning.

Stay safe and be well,

David Berg, E.T.
Founder & Director of the Making Math Real Institute
Creator of the Making Math Real Simultaneous Multisensory Structured Methods

* It is possible and well precedented that under the appropriate conditions, a highly experienced Making Math Real practitioner can effectively teach students via distance learning. This is not a casual statement and is indicated for only those Making Math Real practitioners with requisite clinical background and experience in the assessment, diagnostics, and the planning and implementation of individually prescriptive scopes and sequences for a vast diversity of student processing styles.

In the Wake of Changing Times: MMR’s Response to COVID-19 Part 4

May 6, 2020

Summer 2020:
Making Math Real: Algebra I
Offered in a Distance Learning/Online Format

As I mentioned in a previous blog, Making Math Real’s Response to COVID-19: Part 2, and based on the feasibility of presenting certain courses online, we are transitioning a number of our series of 12 courses to a distance learning/online format. One of these 12 courses that will be offered in a distance learning/online format this summer is Making Math Real: Algebra 1.

A major contributing factor in support of transitioning any MMRI course to an online format is whether the course relies on the structure of concrete to abstract and the use of manipulatives. Since all of algebra, from pre-algebra through calculus, uses a completely different structure than concrete to abstract, and therefore no manipulatives whatsoever, it is possible to present this course in a distance learning/online format. Please understand, the sole purpose of transitioning Algebra 1 to an online format is the direct impact of the COVID-19 pandemic which requires social distancing. This is a one-time, temporary response to drastic circumstances in support of ensuring the health and safety of all of us. I hope we can return to our traditional in-person structure as soon as it is safe.

A Silver Lining During Difficult Times:
A Unique Opportunity for Those Who Must Travel to Attend MMRI Courses

Since the first public offering of Making Math Real in 1996, attendees of MMRI courses have come from all over the state of California, from all around the country, and from all around the world. Now that Algebra 1 will be offered online, travel is no longer an issue or expense for those who would like to attend this course. Furthermore, in support of those of you who need to continue to be close by and available to your families, need the daily opportunity to continue your own jobs, as well as reducing the stress and extra cognitive demands of interacting with your computer screens for extended periods of time, the Algebra 1 daily course schedule will only be half days from 9:00 AM – 1:00 PM (click here for course schedule).

An additional silver lining to this unique opportunity to take Algebra 1, is this course is the result of a successful “If You Build It, We Will Come” campaign. As a result, Algebra 1 is being offered two years earlier than originally scheduled, so those of you who need this course no longer have to wait until 2022 to receive it!

For those MMR participants who have successfully completed the prerequisite Pre-Algebra 10-day course, please join MMRI this summer for this special Algebra 1 distance learning opportunity.

REGISTER FOR ALGEBRA 1

We hope to see all of you this summer for Algebra 1, and in the meantime, we will continue to monitor the ongoing requirements for all of our health and safety due to the COVID-19 pandemic. Please stay tuned for our ongoing communications and announcements regarding Making Math Real’s response to COVID-19.

Be well and stay healthy,

David Berg, E.T.
Founder & Director of the Making Math Real Institute

In the Wake of Changing Times: MMR’s Response to COVID-19 Part 3

May 5, 2020

Once in a Generation Opportunity —
The Summer Intensives

Over the years I have received numerous requests for providing refresher courses, in particular for content areas that are the last units covered in the big 12-day courses. It is a common outcome that the presentation of the last units of these big courses, such as The 4 Operations & 400 Math Facts and Fractions, Decimals, & Advanced Place Value courses, can be faster than the rest of the units in the courses, and therefore could benefit from a refresher “intensive” course that allows for expanding and maximizing the presentations of those units. I have always agreed with these requests, but have never been able to find the available open places in our already overcrowded yearly calendar – until now.

Since Overview, K-12The 9 Lines Intensive, and Kindergarten are not possible to present in a distance learning/online format this summer (for explanation, please see: Part 2: MMR’s 2nd Response to COVID-19), and for the first time in 25 years, from June 8 through June 26, 2020, MMRI will present a series of refresher intensive mini-courses intended to expand and maximize several key units from the two major courses, The 4 Operations & 400 Math Facts and Fractions, Decimals, & Advanced Place Value.

All of the new 2020 Summer Institute Intensives will be presented in a distance learning/online format starting June 8 through 26. To accommodate participants’ needs to continue providing care for their families as well as sufficient time to maintain their work, the daily schedule of all the Summer Institute Intensives will be Mondays through Fridays from 9:00 AM to 12:00 PM daily.

The focus of these new 2020 Summer Institute Intensives will be the most frequently requested units: Long DivisionDecimal Long Division, and Fractions on the Number Line & Decimals on the Number Line. Each of these Summer Intensives is only available to those participants who have completed the respective courses that contained each unit. The Long Division Summer Intensive is only available to participants who have completed The Four Operations & 400 Math Facts and Decimal Long Division as well as Fractions on the Number Line & Decimals on the Number Line are only available to participants who have completed Fractions, Decimals & Advanced Place Value.


SPECIAL INTENSIVE DISCOUNTS* ~ SAVE OVER $299
*Intensive Discounts may not be combined

Early Bird Discount

Register for any 1 Intensive before the May 22nd deadline to SAVE 10%

Two Package Deal

Register for any 2 Intensives to SAVE 15%

Three Package Deal

Register for all 3 Intensives to SAVE 20%

Four Package Deal

SAVE over 30% on the 3 Intensives — $500 in savings — if you register for all 3 Intensives + Algebra 1 this summer


I appreciate all of your replies in support of my first COVID-19 message sent out on April 1st, and look forward to working online with many of you this summer. For those of you who are new to Making Math Real and previously registered for the summer’s originally scheduled Overview, K-12 and 9 Lines Intensive, or intended to, I hope you will join us this coming Fall 2020 and the Spring of 2021, in the hopes that we will be able to return to our traditional in-person course format. If you have already registered for Kindergarten, MMRI plans to offer this course in the Summer of 2021, and we look forward to seeing you then. MMRI will be in touch with all currently registered participants with the option for transferring fees to future offerings or receiving a full refund.

You can also visit the Calendar page of the website to view MMR’s “projected” schedules of courses that we hope to offer as time and the situation allows.

Be well and stay healthy,

David Berg, E.T.
Founder & Director of the Making Math Real Institute


2020 Summer Institute Intensives

Long Division Intensive
5-Days via Zoom
June 8-12 | 9am-12pm
Registration fee: $499

The focus of the Long Division Intensive will be on:

    • Reactivating the concrete connections of the concepts of division to the 9 Lines
    • Reviewing the 3 most essential fundamental levels for all of long division: level I: the intro to DMSChB (concrete to abstract), level II: the intro to “Bring Down” (semi-concrete to abstract), and level V: the intro to double-digit divisors (semi-abstract to abstract)
    • Extended focus on the 3 most challenging double-digit divisor levels: VI, VII, and VIII: the intro and applications of “When the estimator ‘tricks’ us”: how to identify and “fix the tricks”
  • Comprehensive incrementation for estimating and checking quotients for levels VI-VIII

Read more


Decimal Long Division Intensive
5-Days via Zoom
June 15-19 | 9am-12pm
Registration fee: $499

The focus of the Decimal Long Division Intensive will be on:

    • Intro to the “Decimal Bakery”: connecting whole number long division to decimal long division
    • Comprehensive incrementation for each of the 6 levels of Decimal Long Division for single and double-digit divisors
    • Extended focus on the concept applications for level III: decimals in the dividend
  • How to effectively use the supplemental MMR spiral binder, Decimal Long Division, Levels I-VI

Read more


Fractions on the Number Line & Decimal Line Intensive
5-Days via Zoom
June 22-26 | 9am-12pm
Registration fee: $499

The focus of the Fractions on the Number Line & Decimal Line Intensive will be on:

    • Levels I-XVI of fractions on the number line
    • Incrementations by grade level from 3rd – 5th grades
    • Labeling fraction number lines in standard form and common denominator form
    • Concept applications of extended fraction number lines
    • Intro to “tweeners” for decoding and encoding applications
    • Levels I-XVI of decimals on the number line
    • Incrementations by grade level from 4th – 5th grades
    • The essential fundamentals of decimals on the number line: labeling decimal number lines from landmarks to counting numbers, and from counting numbers to landmarks
    • Concept applications of extended decimal number lines
  • Intro to “tweeners” for decoding and encoding applications

Read more

In the Wake of Changing Times: MMR’s Response to COVID-19 Part 2

May 4, 2020

The Impact of Distance Learning on the MMR Series of Courses:
Some 2020 Summer Institute Courses Rescheduled for Summer 2021

We at the Making Math Real Institute hope that all of you are staying healthy and safe and that the impact of COVID-19 will end soon so we may return to our normal structure of presenting our series of 12 courses in person in our two locations in Oakland, CA. In the meantime, we are committed to continue providing as many of the 12 courses in the MMR series as possible. As part of this temporary adjustment, and based on the feasibility of presenting courses online, we are transitioning a number of these 12 courses to a distance learning/online format.

The Physical, Hands-On Use of Manipulatives:
The Cornerstone of all the Making Math Real Series of Courses
that Cover the K-5 Scope and Sequence

As an educator of 45 years, I have always experienced the superior educational benefits of presenting all instruction in a direct, in-person structure in which the physical, hands-on connections that drive the Making Math Real simultaneous multisensory structured methodologies can function appropriately. We are physical beings, and despite the ongoing developments in virtual technologies, virtual forms of educational practice can neither replace nor substitute for the direct physical experience that fosters the integration of all learning in the body. It is through this body-based integration that simultaneous multisensory structured methods achieve the highest priority goal and objective of instruction: the development of essential self-regulatory executive functions that support initiating, activating, and sustaining working memory.

The most significant and effective form of direct, physical learning occurs with the extensive use of manipulatives, which is a cornerstone of the all Making Math Real series of courses that cover the K-5 scope and sequence. Consequently, all of the following Making Math Real series of courses that rely extensively on group interaction with manipulatives cannot be transitioned to an online format:

  • Making Math Real: Overview K-12
  • Making Math Real: The 9 Lines Intensive
  • Making Math Real: Kindergarten
  • Making Math Real: The 4 Operations & 400 Math Facts
  • Making Math Real: Time & Money
  • Making Math Real: Games!

The Direct Impact of COVID-19:
Some of the 2020 Summer Institute Courses Will Be Rescheduled

In 2021, Making Math Real will be celebrating 25 years of providing services, and in all that time we have never cancelled a course. However, due to the impact of COVID-19 and based on those MMR courses that cannot be successfully transitioned into an online format, we regrettably must postpone and reschedule the following previously scheduled 2020 Summer Institute courses:

  • Making Math Real: Overview K-12
  • Making Math Real: The 9 Lines Intensive
  • Making Math Real: Kindergarten

These three courses will be rescheduled as part of the 2021 Summer Institute, but, if the current COVID-19 conditions change to allow the return to presenting courses in our traditional in-person structure by September 2020, the Overview K-12, will be offered in early September at the start of the Fall 2020 semester, and again in early January 2021 at the start of the Spring 2021 semester; and The 9 Lines Intensive, will be offered again in Spring 2021. Please see the MMR Calendar for the projected dates of these courses.

For those of you who had already registered for these three courses in June 2020, or were intending to do so, we apologize for the necessity of postponing and rescheduling these courses. For those of you who had already registered for Overview K-12, The 9 Lines Intensive, and Kindergarten, we would like to encourage you to consider the potential benefits of using your current enrollment value as an investment in future MMR courses by transferring your current registration to a future MMR course(s). The benefits of transferring your current registration are 1) your current registration is locked in, which means you are guaranteed enrollment in a future offering of the same course, even if that same course has a higher enrollment fee than the current enrollment value 2) MMR will waive all course transfer fees. Also, it is possible to transfer your current enrollment value to cover part or all of the enrollment fee for a different course(s). However, if you would prefer, refunds will be made in full.

In Place of the Rescheduled Courses and Presented in a Distance Learning/Online Format:
The Summer Intensives: 3 Mini-Courses to Refresh and Expand Your Learning of the Most Frequently Requested Units in the Making Math Real Series of Courses

In place of the rescheduled 2020 Summer Institute courses, and for the first time in our history, I will present in a distance learning/online format a series of three refresher intensive courses intended to expand and maximize several key units from the two major courses, The 4 Operations & 400 Math Facts and Fractions, Decimals, and Advanced Place Value. These Summer Intensives are Long Division, Decimal Long Division, and Fractions on the Number Line & Decimals on the Number Line. For details about the online Summer Intensives mini-courses, please stay tuned for the upcoming Part 3 blog post on the Making Math Real Summer Intensives coming very soon.

We sincerely hope that all of you who were looking forward to receiving an overview of Making Math Real, learning how to use the 9 Lines Multiplication Fact Acquisition and Application Strategy, and learning how to teach the scope and sequence of math for kindergarten, can wait a bit longer until it becomes safe again to reconvene in our direct, in-person structure.

Be well and stay healthy,

David Berg, E.T.
Founder & Director of the Making Math Real Institute

In the Wake of Changing Times: MMR’s Response to COVID-19 Part 1

April 1, 2020

First of all, we at the Making Math Real Institute hope all of you and your families are safe and remain healthy during the ongoing need for social isolation. The impact and uncertainty that are affecting all of us due to the COVID-19 pandemic have required us at MMRI to respond and adapt as best we can, because we intend to continue providing our services as best as possible while safeguarding the health and safety of all of us.

As of the writing of this document, all in-person courses are suspended until further notice deems it safe to once again return to our regular format of direct instruction in classrooms in the Oakland Center and/or the Alameda Training and Education Center, which have been our consistent locations for all MMR courses for many years. Consequently, if an MMR course can be successfully transitioned to a distance learning/online format, we have implemented this temporary measure to continue providing our services. In addition, our ability to fulfill and ship all orders for MMR materials and be available either by phone or email to respond to any questions as well as provide appointments for online consultation (I am not able to provide assessment services for students until it is safe to return to an in-person format) is unchanged by these current conditions. Please feel free to contact us at any time about anything.

Please understand, as soon as we receive definitive information that it is safe to return to our regular classroom format, we will do so as soon as possible, and we will let you know about this return to the regular structure immediately.

If an MMR course cannot be successfully transitioned to a distance learning/online format, it will continue to be suspended until such time as it is again safe to return to the classroom format. For Spring 2020, the Making Math Real: Algebra II has successfully transitioned to a distance learning/online format, but Making Math Real: Games!, a course requiring hands-on, in-person direct instruction, has been cancelled. All people who have registered for the Spring 2020 Games! course will receive refunds in full.

We are hoping to hear soon whether the 2020 Summer Institute can continue as scheduled or will need to be altered to a distance learning/online format. We will provide you with our decision regarding the 2020 Summer Institute within the next several weeks, at which time we will either confirm the regularly scheduled 2020 Summer Institute courses and dates or outline the new distance learning/online format and schedule. Please stay tuned for this upcoming announcement.

Be well and stay healthy,

David Berg, E.T.
Founder & Director of the Making Math Real Institute

MMR is Getting Ready to Blossom: Spring 2020 Updates

Making Math Real: Algebra II

Starting on March 7 and continuing through May 3: Making Math Real: Algebra II. After three years of preparation, the brand new 10-day course, Making Math Real: Algebra II will begin. With the course binder at 430 pages, this may prove to be the most intensive MMR course yet. We are very excited to present this new course to those who requested it and have waited so long for it to become a reality.

We want to acknowledge the commitment and hard work from the 20 people who made this new course possible. Their efforts in support of the “If You Build It” campaign provided the basis for David Berg to create the course, and we hope this new course will become a permanent part of the MMR series of courses.

For everyone who completed Algebra I, we hope you will join us for this vital new course in the MMR series.


Curious & Wonderful:
Selections from the Achenbach Vault

Now through March 22: David Berg’s artwork, “Buttes & Plains” 1995, is included in a current exhibition at the Legion of Honor museum in San Francisco entitled “Curious & Wonderful: Selections from the Achenbach Vault”. The exhibition continues through March 22.

https://legionofhonor.famsf.org/exhibitions/curious-wonderful

The exhibition is an exquisite jewel of an installation (the installation is a work of art unto its own) in a very intimate space including works from artists across the centuries and around the world that also include such luminaries as Pablo Picasso and Toulouse Lautrec.

We hope you are able to visit the Legion of Honor and view the exhibition before it closes on March 22. It is located in the Reva and David Logan Gallery downstairs from the main entrance of the museum.

The Legion of Honor has free admission on Saturdays for Bay Area residents who show ID.

Read more about David Berg — Artist, Musician, and Composer:

In addition to being Founder, Director, and Creator of Making Math Real, David Berg is also an artist, musician, and composer.

As an artist, David has exhibited internationally and his work is in public and private collections around the world including the Los Angeles County Museum of ArtSan Francisco Museum of Modern ArtThe Fine Arts Museums of San FranciscoThe Contemporary Art Museum of Hawaii and more. Recently, David was included in his fifth exhibition at the Los Angeles County Museum (LACMA), “Lens Work: Celebrating LACMA’s Experimental Photography at 50”, and LACMA has just acquired two more pieces of David’s work for their permanent collection.

Read the full blog post here.


Northern California Branch of the International Dyslexia Association (NCBIDA) presents Making Math Real: The Clinically Prescriptive Methodology for Students with Math LD — A Workshop for Educators & Parents

Saturday, March 28: David Berg, in conjunction with NCBIDA, will present a 1-day workshop for educators and parents at North Bridge Academy, 17 Buena Vista Avenue, Mill Valley, CA from 8:30am – 4:00pm workshop and 4:00pm – 4:30pm Q&A.

David Berg is donating his services to benefit NCBIDA, a wonderful learning disabilities organization, although dedicated to providing support and research for dyslexia and reading, continues to include math in its outreach to its public. David has been a member of NCBIDA for 25 years and has donated his services in support of NCBIDA numerous times over the years as a way express his acknowledgement and appreciation of their efforts to include math as part of their drive to increase the development of literacy and numeracy for all students.

REGISTER for the March 28 workshop here:

https://norcal.dyslexiaida.org/making-math-real-event-registration/

HURRY — workshop space is still available but filling quickly!

NEW Algebra II Course

Announcing NEW Algebra II Course

This first time offering of Making Math Real: Algebra II is the result of a successful “If You Build It, We Will Come” campaign. If You Build It, We Will Come is a grassroots “by popular demand” campaign in which people who want and need a particular MMR course either to be created or to be scheduled sooner than its regularly scheduled date can “build” a new course or a new date for the course. In this case, Making Math Real: Algebra II, was not a part of the Making Math Real series of courses until a successful IYBI campaign made it happen! – Read more

Making Math Real: Algebra II
March 7-8, 21-22, April 4-5, 18-19, May 2-3, 2020  |  10-Day Course  |  $1,999
Mandatory prerequisite: Algebra I

Algebra II Registration Now Open — Click Here to Register

In the developmentally appropriate scope and sequence starting with pre-algebra, algebra II follows algebra I and high school geometry. The developmental focus of pre-algebra and algebra I is analysis and the developmental focus of geometry is synthesis, thereby making algebra II the first significant mathematical experience of applying analysis-synthesis to activate and sustain working memory for math.

The development of analysis-synthesis has been activated across the grades starting in kindergarten and occurs any time students are connecting the symbolic details (numerical or otherwise) to the big picture of comprehension; and from the big picture of comprehension back to the component symbols that comprise an expression or equation. For example in the elementary grades, analysis-synthesis occurs every time we prompt students to explain how they see the concrete model and the symbols are telling the same story. In addition, analysis-synthesis is the principal developmental foundation for solving word problems. Although analysis-synthesis has been developing along the way, algebra II is the first time analysis-synthesis is the main developmental emphasis.

The development of analysis from the successful completion of pre-algebra and algebra I refers to the activations and applications of detail analysis. Detail analysis is an executive function-based sensory-cognitive development that directly supports the ability to activate and sustain working memory from the interrelationship of the symbolic details, which is the basis for the successful processing of algebraic expressions and equations. For example, detail analysis makes it possible to perceive which of the 7 factoring styles is indicated from either product form or factored form, if the slope of the line is positive, negative, 0, or undefined from slope-intercept form, to identify which form of the linear equation is given: standard form, slope-intercept form, or point-slope form, etc.

The development of synthesis from the successful completion of geometry refers to the activations and applications of synthesizing the big picture from partially given information. In supporting the development of deductive reasoning, specifically for solving deductive proofs, the application practice of geometry provides partial information about certain relationships, within or in conjunction with, lines, angles, polygons and/or circles, from which the student must systematically deduce all pertinent information about those relationships to reach specific conclusions (incontrovertible proof) about those relationships. For example, synthesis makes it possible for students to deduce two triangles are congruent based on the partially provided information that two corresponding sides and a corresponding included angle of the two triangles are congruent, therefore guaranteeing that all six corresponding relationships of sides and angles are congruent.

The ability to synthesize partially given information and expand it to comprehensive proof means that all component details comprising the big picture have been accounted for, and before writing or expressing any solution or conclusion, it must be a fact, not an assumption. The ability to be certain about a solution prior to expressing it defines the successful experience of math: “I know that I know”.

Analysis-synthesis is necessary for successfully activating and sustaining working memory for algebra II content. The principal content focus of algebra II is functions, their graphs, and their applications, and the overall function of algebra II is to prepare students for pre-calculus. This presents a significant extension of both algebra I and geometry content, and analysis-synthesis is activated to support the perceptual connections necessary to decode and encode the equations and their graphs, the graphs and their equations, and especially for all the applications of word problems. Within the first three units, algebra II content will require full activation of all the algebra I content: every component detail of simplifying expressions, solving equations in one variable through level XIV, solving linear equations graphically and algebraically for single equations and two equations using systems of equations as well as systems of inequalities, and more than 12 categories of algebra I word problems.

All of the algebra II content will be structured through functions, their graphs, transformations of the parent functions, and their applications. Topics include comprehensive units on:

  • Functions and relations, linear and absolute value functions including linear programming and solving systems for three equations and three variables
  • Quadratic functions and parabolas including the factoring of prime products: completing the square and the quadratic formula, imaginary numbers, complex numbers and their graphs, and real and imaginary roots
  • Polynomial functions of higher degree, the shape of their graphs and end behavior, factoring polynomials of higher degree including real and complex solutions, polynomial long division and synthetic division
  • Rational functions including their transformations to polynomial rational form; graph behavior: asymptotes and holes, and direct and inverse variation
  • Applications of functions including piecewise functions, the four operations with functions, composition of functions, inverse functions, and even and odd functions
  • Square root functions, radical expressions and equations, exponential expressions and equations, rational exponents, and transformations between radical and exponential forms
  • Exponential and logarithmic functions, expressions, and equations including the natural exponent and the natural logarithm: problem solving with continuous growth and decay, simple and compound interest, half-life and doubling
  • Arithmetic and geometric sequences and series, sigma notation, and infinite sums
  • Synthesis applications of all the algebra II functions

And if time permits:

  • Probability, using the counting principle for permutations and combinations.

For everyone who has completed Algebra I, I hope you will join us in the Spring for this vital new course in the Making Math Real series.

Sincerely,

David Berg, ET
Founder & Director, Making Math Real Institute


SPECIAL NOTE: Since this course will use all of the algebra I content immediately, you are strongly encouraged to have fully integrated all of the math content in the Making Math Real: Algebra I course and have it fully refreshed and activated to receive full developmental benefit from the Making Math Real: Algebra II.

Mandatory pre-requisites: All course participants must have successfully completed the Making Math Real: OverviewFractions, Decimals and Advanced Place ValuePre-Algebra, and Algebra I

Strongly recommended: The 9 Lines IntensiveThe 4 Operations & the 400 Math FactsGeometry Part 1Geometry Part 2

Stories from the Front Lines

Searching for SOLUTIONS & Sharing EXPERIENCES

Stories from the Front Lines

On a good day, Alison, a middle school student, was indifferent about math. On a bad day, she could not stand it. After receiving prescriptive math instruction utilizing Making Math Real methods, she sees math in a whole new way. Check out this short animated film where she expresses her feelings about the difference a good picture can make:

Several years ago I introduced you to the “Changing Lives” section of Making Math Real’s website. We launched this special page of the website to provide relief and support for those who have been searching for solutions and a forum for sharing experiences to help those who feel isolated and alone to know how common the struggle is and how difficult it can be to find the solutions they need.

I am very pleased to announce that the number of stories on the Changing Lives webpage has quadrupled since it was initially launched! I want to thank both the dedicated teachers and parents who have written in to MMR to share their wonderful stories of success and those who have reported back letting us know of their ongoing successes in the face of their many obstacles and challenges. I also want to celebrate the many students of all ages who have written to me personally and agreed to openly share their letters in the hope of helping other kids like themselves.

Please visit Changing Lives to find inspiration, to learn from others who are paving the way, and to know that you are not alone in your valiant efforts to advocate, teach, and learn how to make math real for your students and your children.

I encourage everyone, those who have yet to send us their story as well as those who have already sent one or more, to SUBMIT YOUR STORY to MMR to join and bolster our community of dedicated parents, educators and students who strive for authentic success. I want all of you to know your stories of success provide the best evidence basis for those just starting on the path toward finding a solution, and have given, and continue to give, significant hope for those feeling overwhelmed, discouraged, and demoralized by circumstances and problems that can feel impossible to solve. One of the best ways we can contribute to effecting positive change is by letting the world know a solution exists.

Thank you for sharing,

David Berg, ET Founder & Director, Making Math Real Institute


Published on: November 22nd, 2017

An Invitation to Share

In reflecting back over the 20 years since I decided to go public with the Making Math Real methods I had created, the most outstanding, consistent, and singular result has been the unsolicited responses from all of you sharing your excitement, passion, and deep reward in having changed the lives of your students/children, their families, and yours, too… Read more from the Blog…