Making Math Real

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.

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

Success with Deductive Proof: Synthesizing the Perceptual Big Picture

Although the ability to perceptually synthesize the complete whole picture from partially given information is needed in all geometry, it is most particularly required for success with deductive proof.

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

Geometry is Different from Algebra and Elementary Mathematics

Geometry is a vastly different developmental experience than either elementary school mathematics or algebra. From a developmental perspective, the major difference distinguishing geometry from other math is its perceptual demand: synthesizing a complete big picture from given partial information.

IF YOU BUILD IT, WE WILL COME

Over the years so many of you have fervently requested a particular MMR course only to hear that particular course will not be offered for another year or two. We understand how difficult it is to wait, but we can only offer a course once we know we have sufficient enrollment.

INTRODUCING A UNIQUE OPPORTUNITY:

I am extremely excited to announce the prospect of offering Making Math Real: Geometry in Spring of 2017. This would mark the first time in the 20 year history of the Making Math Real Institute that Geometry would be offered publicly as a part of the Making Math Real series of courses.