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Our Mission

Mathematics University is dedicated to improving children's desire to learn mathematics by providing the highest quality professional development services to educators and administrators.

Setting district goals for higher quality standards in the teaching of mathematics is what we strive for. We want the mathematics standardized testing goal to be not only met, but exceeded.

You can give mathematic textbooks to teachers and have them teach lesson by lesson or you can change the way they think in the classroom so they compensate for weak textbooks. Mathematics University has always emphasized teaching to the top peak of Bloom's Taxonomy and then filtering down to a level of conceptual understanding when needed. Teachers who leave our workshops are always incredibly motivated to try things they never thought they would attempt with our motivation.

The current research shows that kids in the lower socio-economic areas will do better with a highly engaging classroom. Its hard to believe that some teachers will thrust a child into worksheet after worksheet. When you come from an urban enviroment, you need a robust classroom with plenty of verbalization. We strive to make ourselves the professional development company that succeeds incredibly well with Title I schools and inner-city schools.

Mathematics University will work with you to save you money, by providing economical training to your district's needs. If you want to get involved with a company that will truly be hoping to have a long term relationship, then give us a call. As we travel across the United States performing our gratis followup, we see our results in former customer's districts and we see teachers changing their whole mathematical frame of mind for the benefit of their students.

We want you to be our next success story! Contact us so we can start.


For more information, call (800) 777-5380 or contact us online.
 
 

Research Shows

“Students who memorize math facts or procedures without understanding often are not sure when and how to use what they know, and such learning is often quite fragile.”


Bransford, Brown, & Cocking, 1999, cited in NCTM ,2000, p.20"
How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press

> Read more research
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