Making Math Real

Pre-Algebra: The Foundation of the Algebra Strand Through Calculus

Within the K-12 scope and sequence, pre-algebra marks the beginning of the second major developmental milestone spanning kindergarten through calculus. The first major development, typically within the domain of grades K- 5 math instruction, is the concept-procedure integration of the four operations through fractions and decimals and the 400 math facts.

Prescribed Sequences to Maximize Learning and Integration for Each MMR Course

For years educators have asked me to help guide them through the MMR course series, according to the grade levels of the students they work with. Now that the MMR professional development course series has grown to 12 seminars, I would like to introduce the Recommended Course Sequence Guide to help you navigate the course schedules and maximize your learning and integration of the course content.

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.

The 4 Operations and The 400 Math Facts: The Essential Building Blocks for All Future Mathematics

The principal foundation for students to be ready for pre-algebra is the full concept-procedure integration of the four operations through fractions and decimals and automaticity with the 400 math facts. Why do students need the four operations through fractions and decimals to be ready for pre-algebra and beyond?

It’s the TEACHING, Not the Program

All students need and deserve a well-trained teacher, because it’s the teaching that ensures success, not the program. This truth is the heart and soul that drives the vision and mission of the Making Math Real Institute.

A Barrage of Goodness: MMR Changing Lives

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.

SPECIAL FEATURE: David Berg, Artist

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

MAKING MATH REAL: KINDERGARTEN: The Genesis of All the Making Math Real Methods

I have been pleasantly surprised of late to hear from a number of people who have taken all of the Making Math Real classes that the Kindergarten class was their favorite, especially from those who took the Kindergarten class last in their sequence of courses.

The final installment in a four-part series of articles to help prepare for the new prospective course, Making Math Real: Geometry

“Just the Facts, Ma’am”: In Geometry, Assumptions Are Not Welcome: If It’s Not a Fact, We Say Nothing; We Write Nothing

Imagine a classroom in which the teacher asks a question and a student is jumping out of her seat, frantically waving her raised hand in the unmistakable gesture of “call on me, please!” This affective behavior indicates a student who irrevocably knows that she knows the correct solution. The experience of certainty, “knowing that you know”, is the definition of successful mathematics integration.

The third installment in an ongoing series of articles to help prepare for the new prospective course, Making Math Real: Geometry

Developing the Perceptual Tools for Geometry: You Can’t See the Geometry Through “Algebra Eyes”

Parts I and II of this series referred to how the developmental/perceptual demands of geometry rely on students’ ability to synthesize a complete whole picture from partially given information. This presents an entirely new perceptual experience for students and requires specific, developmental and incremental structures first helping them to integrate the new perceptual abilities necessary for geometry.