The Mathnasium Method

Our approach is to use sophisticated techniques to determine – with great accuracy – what a student knows and does not know. Next, we tailor-make a personalized and prescriptive learning program. Each student follows the program with the help of specially trained Mathnasium teachers who provide instruction -- and lots of warm encouragement. For proof of progress, we rely on the student's report card, independent tests, and parent testimony, to measure of the speed and magnitude of improvement in math skills, numerical thinking and attitude.

EVALUATE

Comprehensive Written and Oral Evaluation
Mathnasium students are given a two-part diagnostic test. The first is a written test designed to assess the student’s weakness with respect to grade-level material. The second part is a series of oral questions, designed to assess the depth of the student’s understanding of key math concepts and skills.

EDUCATE

Customized Program for your Child
We use the results of our assessment to develop a learning plan and courseware which caters to the unique needs of the student. The student is guided by a Mathnasium teacher when the student visits after school. The courseware focuses on written materials, but may include manipulatives, software, or other teaching tools. Learning new concepts is balanced with practicing those that have already been learned. Kids “work out” once or twice a week or as often as they like, just like a gym.

VALIDATE

Demonstrate – and measure – results. We believe your child's progress (and improved attitude) will be obvious to you, the parent. But we rely on third party proofs of progress: Report cards and standardized assessments, provided by your child's school.

Curriculum Structure

The heart of the Mathnasium curriculum is comprised of:

COUNTING

Counting is "the ability to count from any number, to any number, by any number."

WHOLES & PARTS

Knowledge of Wholes and Parts is “the ability to ‘see’ wholes and parts in a given question, and to utilize the idea the ‘The whole equals the sum of its parts,’ and ‘Each part equals the whole minus all of the other parts’ to answer the question at hand.”

PROPORTIONAL THINKING & CHANGE

Proportional Thinking and Change is “the ability to compare numbers by division and by subtraction, and to use this knowledge to solve problems by ‘reasoning in groups.’”

Grades 2 through 8

High School

Counting, Wholes & Parts, and Proportional Thinking & Change are further subdivided into the following 20 curricular areas:

Counting
Percent
Number Facts
Measurement
Half
Geometry
Computation
Wholes and Parts
Proportional Thinking
Money
SAMEness, Quantity, Value
Data Analysis
Laws of Mathematics
Patterns
Negative Numbers
Algebraic Thinking
Fraction Concepts
Problem Solving
Number Theory
Math Vocabulary

CONTENT STANDARDS
ALL INTERNATIONAL, NATIONAL, AND LOCAL MATH CONTENT STANDARDS ARE COVERED BY THE MATHNASIUM PROGRAM.

Program Samples

"She is more enthusiastic, more interested in math homework."
— Jacqueline Aherns, parent

The curriculum samples shown here represent critical curriculum elements at each grade level. An asterisk (*) indicates materials covered at Mathnasium that is not typically covered in most school programs.

The Mathnasium curriculum takes into account The Standards of the National Council of Teachers of Mathematics (1989), The California Mathematics Content Standards (1997), as well as the 30 years of teaching experience of its creator, Larry Martinek.

SECOND GRADE

Place Value

Count by 10s, 100s, and 1,000s.
Say, “23 ones is the same as 2 tens and 3 ones,” for all wholes numbers to 1,000.
Identify ones, tens, hundreds, and thousands place.
Read and write wholes numbers up to 1,000 in Standard Form.
Rounding–off: Answer: “Is 271 closer to 200 or to 300?” for appropriate numbers.
Answer: “How many 10s are there in 120?”

Proportional Thinking

* Answer: “If two pieces of candy cost five cents, how much will six pieces of candy cost?”
* Answer: “If two pieces of candy cost five cents, how many pieces can you buy for a quarter?”

Algorithm for Subtraction of Whole Numbers

One–digit number minus one–digit number, column and vertical format.
Up to three–digit number minus three–digit number, with and without “borrowing” (“regrouping,” “trading”), column format.

3rd GRADE

Counting

Count by 2, 3, 4, 5, 10, 11, 15, 20, 25, and 50 (first 13 multiples of each number).
Count by 6, 7, 8, 9, 12 (first 13 multiples of each number).
* 15, 20, 25, and 50 (first 13 multiples of each number).
* Count by 1/2s, 1/4s, 1/3s, 11/2s, 21/2s.
* Answer: “How many 20s/25s/50s are there in 200?”
* How many 11/2s are there in 6? How many 21/2s are there in 71/2?” for appropriate numbers.

Subtraction of Whole Numbers Facts

Single–digit minus single–digit, positive answer.
Double–digit minus single–digit, difference equal to or greater than 10.
Double–digit minus single–digit, difference less than 10.
Answer: “15 minus what number is 9?” for numbers up to 20.
Explain the concept and use of “Fact Families” in subtraction.
Subtract 10 from any number up to 1,000.
* A multiple of 10 minus a double–digit number (“30 – 14, ” “70 – 26”) mentally.
* Single–digit minus single–digit, negative answer.

Fraction Concepts

* Tell whether a given proper fraction is greater than, less than, or equal to 1/2.
* Tell whether a given proper or improper fraction is greater than, less than, or equal to one whole (1).
Explain why 1/2 and 2/4 are the same amount, and draw pictures demonstrating knowledge of Equivalent Fractions in general.
Draw and interpret pictures of given proper and improper fractions and mixed numbers.

4th GRADE

Rounding–off

Round–off any whole number to any place up to millions.
* Answer: “Is 15/8 closer to 1 or to 2?” for appropriate numbers.
* Answer: “Is 2.07 closer to 2 or to 3?” for appropriate numbers.

Find the missing numbers…(Patterns)

1, 2, 4, 7, 11, ___, ___, ___
* 1, 2, 4, 8, 16, ___, ___, ___
* 0, 1, 1, 2, 3, 5, 8, 13, 21, ___, ___, ___

Problem Solving

* State: “The whole is equal to the sum of its parts,” and, “Any part equals the whole minus all of the other parts.”
Solve two and three step word problems using two or more operations.
Use various techniques in Problem Solving:
1. break–down the problem into simpler parts,
2. apply the “easier number” method,
3. draw a picture,
4. make a table,
5. mental math.
Check answer for reasonableness.

5th GRADE

Proportional Thinking

Answer: "On a certain map, 3 inches represents 500 miles. How many miles does 18 inches represent ?"
Answer: "On a certain map, 3 inches represents 500 miles. How one foot represent ?"
Answer: "The distance around the Earth is about 24,000 miles. At 3 inches for every 500 miles, about how many inches would it take to represent the distance around the Earth?"

Ordering

Arrange a group of whole numbers from 0 to 1,000 in order.
Arrange a group of fractions containing 0, 1, 1/2, 1/4, 3/4, 5/8, 3/8, 9/10.
Arrange a group of fractions containing 0.3, 1, 0, 0.09, 1.2, 0.67.

Common Fraction Concepts

Find Least Common Multiple (LCM).
Find Greatest Common Factor (GCF).
Reduce fractions to lowest terms.
Rewrite improper fractions as mixed numbers.
Rewrite mixed numbers as improper fractions.

6th GRADE

Percent

Find 0, 10, 25, 331/3, 50, 662/3, 75, 100, 200, and 250 percent of selected numbers.
* Find “7% of 300” for multiples and sub–multiples of 100 mentally.

Properties of Numbers

Explain how the Identity for Multiplication [“Every number times one (1) equals itself.”] is used in renaming fractions.
Explain how the Identity for Divison [“Every number divided one (1) equals itself.”] is used in reducing fractions.
* Explain why “division by zero (0)” is not allowed.

Fractional Parts

Knows that “a quarter of” and “a one–fourth of” mean the same thing.
Find half and quarter of all whole numbers up to 100.
Find three–quarters, one–third, and two–thirds of selected whole numbers and fractions.
* Count by 1/2s, 1/4s, 3/4s, 1/3s, 2/3s, 11/2s, 21/2s.
* Count by 0.1s.
* Answer “Half of what number is…?” for whole numbers and half–numbers from 0 to 100.
* Answer “A quarter of what number is…?” for whole numbers and quarter–numbers from 0 to 100.
Find “2/3 of 12” for appropriate fractions and whole numbers.

7th and 8th GRADES

Fractional Parts

Find the part when the fractional part and whole are given (2/3 of 24 equals what number?)
Find the whole when the fractional part and part are given (3/4 of what number 9?)
Find the fractional part when the whole and part are given (8 is what part 12?)

Rational Numbers

The meaning of rational numbers
Comparing and ordering rational numbers
Locating rational numbers on the number line
Computation (addition, subtraction, multiplication, division
Negative exponents
Word problems

The Language of Algebra

Symbols
Variables
Terms and expressions
Mathematical sentences
1. open sentences
2. equations
3. inequalities

The Results

Two independent studies by EyeCues Education Systems found that Mathnasium students' performance increased dramatically compared to other students, in as little as three to six months!

Upper elementary average test scores increased a stunning 24%.
Lower elementary average test scores increased a spectacular 46%.

Download copies of the complete reports:

January 2004 Report
March 2005 Report Addendum
August 2004 Report
June 2005 Report Addendum (Honolulu)

In a parallel study, a remarkable 85% of parents reported a dramatic improvement in their child's attitude toward math.

Mathnasium builds math skills and confidence, yielding overwhelming results!

Here’s what else the parents said:

SURVEY QUOTES

"She thinks math is more fun and enjoys going to Mathnasium"

"He is really excited to go to Mathnasium…"

"Would not always ask questions [before], but now is not afraid and eager to learn"

"I just love the staff – very open and friendly"

"No more fears of math… love it!"

"She is more excited about math. She is now up to the challenge"

"My daughter absolutely loves your program. She’s still not crazy about math in school, but I’d say she dislikes it less, I think due to attending Mathnasium"

"We’re glad you’re here… you’re doing a great job!"

"She asks to come to Mathnasium… keep up the good work"

"He is not scared of math… he asks to go to Mathnasium"

"She has proclaimed she likes math now; she also says she’s getting more math done at school"

"She enjoys coming here and feels it is helpful"

"She is consistently improving. School test scores went from 46% to 75-80%"

"She enjoys coming to Mathnasium but still does not like math"

"Much better attitude. Learned more. We want to keep coming."

"…he ‘loves’ coming to Mathnasium. He doesn’t want to go home"

"She’s more willing to do her homework and she’s less afraid to take tests"

"…math isn’t a task anymore, but a challenge"

"She loves to come here; she would get anxious and frustrated just talking about math before. Now she feels more confident about her ability and relaxed about the subject"

"She feels better about herself since coming here, and understands how to solve problems she is taught here"

"Larry and Ani are the best math teachers my daughter has ever had. She felt insecure and scared and was giving up. Mathnasium changed her life and ours."

"After only two sessions at Mathnasium she was asking me to take her back for a 3rd session right away. She said that she loves it at Mathnasium"

"The teacher presents various ways to think about the problem at hand, and the individual attention even for a few minutes each session is helpful"

"She is more enthusiastic, is more interested in math homework"