**Math For Keeps Academy**

**About the Courses**

**A Math Number Plan**

If you are doing any program with me that is 12 weeks or longer, then you are doing a Math Number Plan.

This includes all the goodies that make this approach unique including coaching on my practice-method, **Spaced Repetition**, what/ how/ when to practice to raise your Math Number, regular progress reports, and an official Reassessment at the end of the program that shows you exactly what progress and improvements you made during our time together.

**Course: Practicing Math to Fluency**

Practice-to-mastery on the absolute top priority (“do or die”, “desert island”) skills that a student needs in order to have a good grasp of basic math. These are the skills that are presented (but not usually practiced to fluency, or mastery) in grades 3 through middle school in a traditional math curriculum in the US.

**Course: Practicing Algebra to Fluency**

Practice-to-mastery on the absolute top priority (“do or die”, “desert island”) skills that a student needs in order to have a good grasp of Algebra. These are the skills that are presented (but not usually practiced to fluency, or mastery) in a traditional Algebra 1 curriculum in the US. Most students will take Algebra 1 in 8th or 9th grade. These far-reaching skills are also the ones you need for success in all subsequent math courses (Geometry, Algebra 2, Precalculus, Trigonometry, and Calculus) as well as all college entrance exams (ACT, SAT) and many high school and college placement tests (TSI, COMPASS, ISEE,…) The sooner you get these skills down (preferably by 8th/ 9th grade, though it’s never too late!) the easier and more rewarding your entire academic career will be. If you get as far as college without having these skills in the bag, you often are required to take remedial/ developmental courses that cost time and money but do not give you college credit.

**All Math For Keeps Programs and Courses**

No matter which “course” you’re in, i.e. which skills we’re focusing on, the overall program is the same in its singular objective to provide the student with a rewarding experience learning math. It is more than an academic program. It is almost a therapy, a holistic learning system… it HAPPENS to be math that I use as the subject but that’s almost secondary. It’s more about how to learn. What learning should look and feel like. What practicing means, what mastery and fluency mean. How learning should feel good in your body. How if it doesn’t, there’s a better way.

The bigger objectives, expanded upon, are thus:

• to transform fear of math into love of learning.

• to transform limiting beliefs around ability to learn math into confidence in ability to learn anything.

• to alleviate suffering, stress, self-esteem issues, tears and frustration caused from a student not being set up for success at learning math.

• To demonstrate that having fun learning is your birthright. It is not only possible, but it is the way it should be.

**Common Math Limiting Beliefs**

• I’m too far behind

• My brain is not wired to learn math

• I’m not smart enough

• I’ll never get this stuff

• I’ll never need this stuff

• I’m not a natural learner, at least not with math

If any of these are present, it inhibits the potential fun factor of learning math. Yes I said “fun” and “learning math” in the same sentence. Whether you’re a “math person” or not, learning should be an enjoyable endeavor for the human brain and this is entirely possible when the material is **on-level**. It’s not the same type of fun as Schlitterbahn fun, of course, but it is a rewarding and enjoyable experience that everyone deserves to have. If a student is struggling with limiting beliefs, they may or not be failing, they are probably behind grade level, and they are definitely not having fun. If it’s possible to make learning math an enjoyable experience, even if you’re never going to be a mathematician, why not do so?! That’s what Math For Keeps Academy is here for.