All posts by mmradmin

Looking Forward to the Next 25 Years – Part 3

Part 3:
Making Math Real Lab School Mentorship Program

In looking forward to the next 25 years, the Making Math Real Institute (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 LAB SCHOOL MENTORSHIP PROGRAM (LSMP)
Distance-Learning Format

The Lab School Mentorship Program (LSMP) provides 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 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.

The Genesis of the LSMP

Since going public with Making Math Real 25 years ago, I have frequently expressed my wish for having a “lab school” format in which participants could receive guidance and supervision while practicing the MMR methods directly with students, because it is not until an MMR practitioner begins working directly with students that the developmentally targeted simultaneous multisensory structures are activated, which is why, when people say: “Making Math Real – it works!” what they really mean is when students experience amazing successful transformations while learning through MMR, “it” means youthe teacher, have delivered the MMR methods correctly – it’s not the methods in isolation, it is how the methods have been delivered that makes all the difference.

All MMR Practitioners Need and Deserve Mentorship to Help Them Become Outstanding Clinical Practitioners

Over the years I have seen some course participants become successful MMR practitioners without the benefit of ongoing mentorship, guidance, and supervision. This is a most impressive achievement on their part and they deserve all the credit for their constancy of vision, hard work, and determination. Even though so many have done so well on their own, all would have received significant added benefit from mentorship to:

All MMR practitioners need and deserve this ongoing support to help them become outstanding clinical practitioners.

Win – Win – Win

Since I have not been able to provide an actual lab school for MMR practitioners who come from around the world, the solution is to have each practitioner create their own lab school by having one (or more) of their students provide the lab school experience. The Making Math Real Lab School Mentorship Program turns the practitioners’ experience of providing an MMR-based intervention into a full scale clinical practice mentored by me. I will provide comprehensive support in all aspects of the clinical intervention including initial assessment, prescriptive scopes and sequences, where to begin instruction, correct methods applications, interpretation and diagnostics of students’ processing behaviors, additional and more intensive methods not included in the courses when indicated, communication with parents and teachers, writing IEP goals and objectives, advocating for students’ needs, etc.

The Making Math Real Lab School Mentorship Program is intended to provide a win – win – win structure in which the student will be receiving the benefit of my direct involvement in all aspects of the individual remediation, the practitioner will be receiving maximum support in deepening their understanding and application practice of becoming a clinical practitioner of MMR, and the parents will know their child/children are receiving the maximum benefit possible.

How the LSMP Program Works

I have already been providing the Making Math Real Lab School Mentorship Program as a field trial for a number of students and their mentees for almost two years, and it has been extremely successful for students, their practitioners, and parents. The entire structure and delivery of the Making Math Real Lab School Mentorship Program has been done exclusively via distance-learning, which means that practitioners and students can receive these services from anywhere in the world where the internet is available.


Who Pays For the LSMP?

The intended structure of the LSMP is students’ parents pay for my services. This means that if parents would like my direct involvement in their child’s/children’s ongoing intervention services, the parents cover the costs of my services as well as the costs of the MMR practitioner.

My services will be paid for in the form of a retainer that minimally covers six hours of my time and requires replenishing the retainer once it reaches one third (or less) of the minimum-level retainer amount. Upon termination of my services, all remaining balances in the retainer will be refunded. Click here for billing and payment details.


How Does a Parent or MMR Practitioner Request a Possible Mentorship Arrangement?

Prior to sending in a request for the Making Math Real Lab School Mentorship Program to [email protected], both the practitioner and the parents need to agree that they want this service. Please note that all requests require that both parents and the practitioner(s) are already in agreement about participating in the Mentorship Program. Requests submitted from either just a practitioner or just parents will not be considered, and we will inform the sender to re-apply once parents and practitioner are in agreement to move forward.

Upon receiving a formal request, the MMRI will respond as soon as possible to inform if there is an available slot for a new mentorship arrangement, and if there is no current availability, senders can either request placement on a waiting list or check back in at a later date(s) for current status; and if there is availability, we will initiate the process of getting started. First, I will determine if the student and the MMR practitioner are appropriate for the Mentorship Program (please see below for details). If both student and practitioner meet the guidelines for moving forward, we will send a Making Math Real Lab School Mentorship Program agreement contract to the parents, and once it is signed and a first retainer payment is received, we will schedule a time for the initial observation session as described above in which I will need assessment reports from both the practitioner and parents as much in advance of the initial observation session as possible.


What Kinds of Cases are Indicated for the Making Math Real Lab School Mentorship Program?

There are two considerations for appropriate mentorship cases. The first is the student and the second is the practitioner. The intended student case is for challenging issues, which include diagnosed math learning disabilities including dyscalculia and/or other developmental issues that have contributed to significant underdevelopment in self-regulatory executive functions, activating and sustaining working memory, sequencing, number sense, and reasoning; and conditions affecting visual, auditory, and kinesthetic/motor processing, and processing styles that have previously not responded well to intervention(s). Cases involving certain neurological issues such as brain damage, brain tissue malformation, lesions, and medical/genetic conditions/syndromes that could have neuro-cognitive impact such as Prader-Willi Syndrome, Down’s Syndrome, PANS/PANDAS, Tourette’s Syndrome, Fragile X Syndrome, etc., will need to be evaluated on an individual case-by-case basis to determine if a developmental intervention is indicated.

IMPORTANT NOTE: Commensurate with students who are appropriate for the Making Math Real Lab School Mentorship Program, all students will need an independent study in math to receive full benefit from their individual prescriptions. Therefore, the Making Math Real Lab School Mentorship Program is not applicable to students who are still in their regular math classes at school.

Students with less intensive challenges and students “who just need better teaching” (this is by far the most common referral I receive. These are students with no processing development issues, rather, their experience in school has created false indications of a learning disability or significant challenge(s) that quickly begin to disappear with the provision of appropriate curriculum delivery) are not intended for the Making Math Real Lab School Mentorship Program, but would be appropriate for the Making Math Real Supervision Program*.

Stay tuned for future blog posts highlighting the new Supervision Program!


Which MMR Practitioners can apply for LSMP?

The appropriate practitioner is as critical to the success of the Making Math Real Lab School Mentorship Program as the appropriate student. The Mentorship Program experience for the practitioner is rigorous and intensive, but also extremely rewarding. The MMR practitioner must be advanced, having completed all or most of the 12 MMR series of courses and having a minimum of two years experience in applying the MMR methods to students at various levels of development and diverse processing styles.

For the Mentorship Program to function appropriately, the MMR practitioner must have a sufficient degree of clinical observational ability, because they will serve as “my clinical eyes”, meaning I need to rely on their accuracy of observations. The practitioner’s accurate clinical observations of the student’s affective and cognitive behaviors is necessary, otherwise, I would need to continue observing the student working with the practitioner to gather the clinical data I need to provide detailed diagnostics, interpretations, and recommendations for prescriptive teaching methods and content.

Furthermore, the practitioner must be “coachable”, meaning that everything they do will be under my scrutiny, and must therefore be able to respond to my comments and observations with a professional detachment that does not misinterpret any of my comments and observations as a personal judgment of who they are as individuals or the quality of their skills as a practitioner. Everything I express will always be clinically neutral and objective and must be received with the same clinical neutrality and objectivity.

Not everyone is intended for this kind of experience, and every prospective MMR practitioner must first determine if this experience is personally feasible and can be maintained at an appropriate level of clinical objectivity, integrity, professionalism, and commitment.

The Making Math Real Lab School Mentorship Program can also be applied for classroom teachers and it is intended that the school/district would cover the costs. The overall structure for the classroom model is similar to the individual student model described above. Click here for classroom model details.

The character traits necessary for the coachable MMR practitioner include being:

  • proactive,
  • motivated,
  • expansive,
  • open-minded,
  • flexible,
  • committed,
  • clinical,
  • professional,
  • stable,
  • observant (to detail),
  • able to generate clinically significant observation notes.

Will There Be Certification for MMR Practitioners?

Yes, the possibility of certification can be the result of a practitioner’s successful long-term experience in the Making Math Real Lab School Mentorship Program.

Since the purpose of the Mentorship Program is the development of a clinically applied education practice, as I observe the practitioner’s consistent ability to establish and maintain clinically prescriptive interventions for three or more students with different processing styles and at various levels of math development over a period of at least one year for each, I will, on my discretion, grant certification in the practice of Making Math Real to that practitioner.

Certification will be entirely based on the practitioner’s work in the field, therefore, certification will not be based on exams, orals, boards, etc. Once I am convinced of the practitioner’s comprehensive clinical practice, certification will be granted.

Certification will indicate that the clinical educator is independently able to:

  • Provide initial assessment to determine students’ processing indications, development, and current skills levels, which may also include the ability to accurately interpret data from a variety of additional sources: psychometric testing, IEPs, reports from teachers, parents, and reports from allied professionals: occupational therapists, speech and language pathologists, educational therapists, medical professionals, etc.
  • Create individually prescriptive scopes and sequences based on initial assessment and provide comprehensive instruction as the sole provider of students’ (independent study) math programs
  • Deliver MMR methods correctly in alignment with students’ processing indications
  • Correctly interpret and diagnose student’s ongoing affective and cognitive behaviors and appropriately adapt all curriculum delivery to be in alignment with clinical interpretations and diagnoses
  • Continue to deepen and refine students’ individual prescriptions
  • Establish effective rapport with students and employ effective management structures
  • Maintain effective and comprehensive clinical observation notes
  • Sustain effective communication with parents, schools, teachers, allied professionals, etc.
  • Maintain comprehensive documentation of all forms of students’ progress and development including work samples, assessments, reports, etc., and, as needed, provide reports to parents, IEP teams, allied professionals, etc.
  • Write prescriptive students’ goals and objectives for parents or IEPs
  • Independently and appropriately adapt and refine instructional practices that have not been included in the MMR courses

Making Math Real Certification will include:

  • All certified MMR practitioners will receive a certification document from the MMRI, and will be listed on the Making Math Real website.
  • On the MMR website, all certified MMR practitioners are welcome to include any personal statements about the services they provide and any contact information for prospective clients.
  • Although it has been a strict policy of the MMRI that we do not make referrals, ALL certified practitioners will be the only practitioners to receive referrals, both from the website as well as in verbal and written communications from the institute and from me.

Please Stay Tuned for More Upcoming Full Descriptions of the New Making Math Real Institute
Services for Clinical Development.

Next Up: The Making Math Real Supervision Program

Please stay tuned for the next full description of the new Making Math Real Institute Supervision Program: the broadest scope and most accessible of the Institute’s programs for helping MMR practitioners become complete clinical math educators.

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

Looking Forward to the Next 25 Years – Part 2

Part 2:
Making Math Real Intensive Mini-Courses

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:

MAKING MATH REAL INTENSIVE MINI-COURSES
Distance-Learning Format

The Intensive Mini-Courses are for participants seeking maximum support for learning Making Math Real concept-applications. I created the Intensive Mini-Courses to provide additional opportunities for participants’ increased integration on specific MMR content areas that are critically important as fundamentals, and are extremely large in scope and incrementation. Although the courses that contain the content selected for the Intensive Mini-Courses provide sufficient coverage of the content, and are ready to apply directly with students, the Intensive Mini-Courses provide a slowed-down instructional delivery and increased time to focus on the respective concept-applications presented, which expands the time given to each Intensive Mini-Course content area from a few hours in the regular courses to up to 16 to 24 hours in the Intensive Mini-Courses.

Intensive Mini-Courses Provide Rare Opportunities for High Priority Content – Once Offered, Each Intensive Mini-Course May Not be Offered Again For A Long Time

My selection of content areas to present in the Intensive Mini-Courses is culled from all 12 of the Making Math Real Series of Courses. This means I intend to present a large variety of different Intensive Mini-Courses in the series. Please note that once an Intensive Mini-Course has been offered, it is likely not be offered again for two to three years. For example, three previous Intensive Mini-Courses offered in summer 2020, Long Division, Fractions On the Number Line & Decimals On the Number Line, and Decimal Long Division all of which are extremely valuable content areas will not be offered again for two to three years. Do not miss out on these rare opportunities. However, it is possible for a group of 20 or more participants to formally request a repeat offering of a previous Intensive Mini-Course through a Making Math Real Institute If You Build It, We Will Comeby popular demand campaign.

Attendance in an Intensive Mini-Course requires participants to have previously completed or currently be enrolled in the course(s) from which the content has been selected. For example, for the two Intensive Mini-Courses scheduled for Spring 2021, Comparing & Ordering Fractions and Mental Percent Problem Solving, each course requires participants to have completed or currently be enrolled in Fractions, Decimals & Advanced Place Value for the Comparing & Ordering Fractions Intensive Mini-Course, and Pre-Algebra for the Mental Percent Problem Solving Intensive Mini-Course.

Since each Intensive Mini-Course requires participants to have already learned the baseline fundamental concept-applications in their respective regular courses, each participant should have their respective class notes for the designated content, and therefore, those class notes will be a part of the required “readers” for the course. In addition to the class notes, there may be additional materials/readers required for each Intensive Mini-Course. All such additional materials/readers will be provided by the MMRI by US mail prior to the start of each Intensive Mini-Course, and all of these additional materials/readers will be covered in the price of enrollment.* Please note that MMRI copyright policy does not allow for any form of digital files, so all materials/readers must be mailed in hard copy form. 

Consequently, please enroll in the Intensive Mini-Courses as early as possible and at least one week prior to their respective start dates as this will allow sufficient time for material/readers to be mailed and received prior the start of each class. Enrollment will be open through the day prior to each Intensive Mini-Course however, participants who enroll at the last minute may not receive mailed materials by the start of class. Participants who request overnight services for mailed materials/readers will cover those costs.

* Materials such as manipulatives, colored markers, note taking paper, etc., are provided by each participant, not the MMRI.

The First Intensive Mini-Course of Spring 2021 Starts February 13

The first Intensive Mini-Course of spring 2021, Comparing & Ordering Fractions, is an invaluable opportunity for developing the understanding and applications of fraction magnitude and starts on Saturday, February 13, 2021. This Intensive Mini-Course is six 4-hour classes on Saturdays and Sundays from 9:00 AM – 1:00 PM PST from February 13-14, 27-28, and March 13-14, and will be presented via distance learning on Zoom. Please click here for a full description of the Intensive Mini-Course, Comparing & Ordering Fractions.

I have just published a new book in the Making Math Real Fractions Instructional Materials Series*, “Fractions III: Comparing and Ordering Fractions”, which will be the required instructional guide for this course. This brand new book will be shipped to you prior to the start of the class and is included as part of the course tuition. Fractions III: Comparing and Ordering Fractions is the result of many years of work and provides comprehensive structures and incrementation in the guided application practice for comparing, ordering, and rounding proper and mixed fractions mentally and for comparing and ordering proper and mixed fractions mathematically.

* The Making Math Real Fractions instructional materials series currently includes three books, Fractions I, Fractions IIA, and Fractions IIB

Enrollment in the Intensive Mini-Course, Comparing & Ordering Fractions, requires all participants to have completed or currently be enrolled in Making Math Real:  Fractions, Decimals & Advanced Place Value. In addition to the new Fractions III book, please also bring your class notes on all of the comparing, ordering, and rounding fractions.

The Next Intensive Mini-Course of Spring 2021 Starts April 17

The next Intensive Mini-Course of spring 2021, Mental Percent Problem Solving, provides powerful mental math development in support of all percent problem solving including solving for part, total, and percent as well as percent change and starts on Saturday, April 17, 2021. This Intensive Mini-Course is four 4-hour classes on Saturdays and Sundays from 9:00 AM – 1:00 PM PST from April 17-18 and May 22-23, 2021, and will be presented via distance learning on Zoom. Please click here for a full description of the Intensive Mini-Course, Mental Percent Problem Solving.  Please note, in addition to the significant benefits of all the percent solving structures included in this course, the mental applications of percent solving provide extensive synthesis integration of symbol imaging for the 9 Lines and fractions applications.

As part of this Intensive Mini-Course and prior to the start of class, all participants will receive by mail a specially prepared packet that provides examples of necessary structures and increments. The contents of this packet are representative excerpts from the forthcoming book: “Mental Percent Problem Solving”. Enrollment in the Intensive Mini-Course, Mental Percent Problem Solving, requires all participants to have completed or currently be enrolled in Pre-Algebra. Please also bring your class notes on all of the mental percent solving from the Pre-Algebra course.

NOTE: Making Math Real: Pre-Algebra starts February 6, 2021, and registration is still open for this course.

We hope to see all of you in the next two Intensive Mini-Courses,Comparing & Ordering Fractions and Mental Percent Problem Solving.

Please Stay Tuned for More Upcoming Full Descriptions of the New Making Math Real Institute Services for Clinical Development. Next Up: The Making Math Real Lab School Mentorship Program (LSMP)

Please stay tuned for the next full description of the new Making Math Real Institute Lab School Mentorship Program: the highest level and most intensive and comprehensive experience in helping MMR practitioners become complete clinical math educators.

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

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!