CD or Online? Whatever works best!

Each learning setting has different needs.

Some want the flexibility of online learning from anywhere at anytime with automatic updates and the simplicity of distributing a six-digit number for user login. Facilitators may login remotely to check student activity reports with a secure password.

Some do not want or cannot provide online learning and choose to load the learning software on their server or even individual computers. The learning management system is stored locally. Upgrades are available at the discretion of the customer for a nominal charge.

It's whatever works best in YOUR situation. The goal is that students learn.

What if your computer crashes?

Just got a call from a customer whose laptop crashed just as he was getting ready to prepare for a major qualifying exam for entrance into a professional field. He was frantic because the laptop repair would take weeks and he pleaded for a copy to be downloaded to his remaining old desktop. Pleading is not necessary - there is no reason not to accomodate a customer with this dilemma. It's easy on our part - we just email the link. So, if you have our software and your system crashes, you upgrade and need to migrate the programs, can't find the programs, change in personnel causes confusion - just email us at support@mathmedia.com with your order date and name and we'll talk about how we can help you. It's that easy!

Teach Collectively to the Group

We just received a phone call from a pastor who wants to teach at-risk kids math and reading. He wants to teach them collectively where they work together as a group. He will be using a one-computer license to project in front of the group. The introductory concepts will be discussed followed by examples and practice problems the students will do at their desks with paper and pencil. Since the programs reveal each step of the solutions, the facilitator requires minimal math skills (they can all learn together!).

Educating under Enormous Odds

How is a single mom with little or no education, indigent and most likely unemployed supposed to pull herself out of her hopeless lifestyle to study for and pass the GED, obtain gainful employment and improve her quality of life and those living with her? How is she to find the agencies and resources that will help her achieve? All rhetorical questions... but, maybe, there is a magic solution to change these isolated lives... with a computer and an internet connection... with all the funds we are spending on welfare, throw in a computer, a connection to the world, and an hour of instruction... those who want to change their lives for the better will do so and they will have the internet to search for solutions to their issues... just a thought...

Is money the only solution?

This blog originally posted in June 2010.

$4.3 Billion for education financed with money from the economic-stimulus law passed last year. So far, Delaware will receive approximately $100 million and Tennessee $500 million to implement their comprehensive school reform plans over the next four years... 14% distributed, 86% left for the other 48 states to compete for... but is money really the only solution for our suffering school system? And, much of it is earmarked for more testing - this time for exit-type exams similar to those used in Europe. Many of our school systems are at the tipping point - students are fleeing to neighborhood home schools and private schools that attempt to guarantee both safety and an education. Some of these schools are run on a "shoestring" - what are they doing correct that many of our public schools cannot quite master? It's a conundrum... a continuing debate in search of a solution or a matrix of solutions.

The age-old question: Why Learn Algebra?

As teachers we have been asked that question (and its variations) many times. We may have a standard pat answer or we may get creative every time a student asks.

One thing we as educators should not do, is not provide a decent answer to a valid question. If you want some help with those answers, read the article at http://www.mathmedia.com/whystudal.html .

Students tend to try again and again...

Recently we analyzed how our www.mathmediaonline.com students were doing based upon the research data from their usage and test scores. Surprisingly, when students take the quizzes, reviews, and tests, and are given the opportunity, they will try, try, and try again until they get a score with which they are satisfied.

We noticed that some students would take an assessment as many as ten times working their way up from a score in the 50th percentile (or lower) until they reached the a 90% or even 100% score. At that point, they felt success and moved on.

How to place students who are not at grade level

With all the moving around families are doing these days, bouncing from school to school takes a toll on a smooth math education. Since math is so sequential, the holes and gaps that form along the way as a student ages through the system become so enormous that successful entrance into higher math is almost impossible. These students never had a chance and capable minds are being left behind through no fault of their own.

If you have students who come and go from your program, are of all ages and ability levels, it behooves the teacher/facilitator to place these students for successful outcomes - even if that means sending them back to the beginning and working forward.

Most students welcome the opportunity to learn. When placed properly, they will most likely find success. Test their most basic skills and work forward from there. If they know their basic arithmetic skills, they will score high enough to move on to basic math skills. If they test well in basic math skills, move on to pre-algebra... and so on and so on... Once they reach their level, have them dive into learning the skills before moving on.