MathUSee provides a firm foundation in mathematics for students struggling in mathematics and with special needs. Teachers are provided the tools, skills and training needed to present an explicit, structured, systematic, and cumulative program using multisensory teaching techniques.
Since 2004, MathUSee has been working with Special Education Teachers to teach students who are struggling in math or have special needs. These students are showing tremendous improvements and are closing the achievement gap. MathUSee unique approach targets each individual student and focuses on their needs.


Students receiving special education services in Albuquerque Public Schools demonstrated amazing gains through the implementation of MathUSee.
InServices are readily available along with MathUSee Teacher Certification
The success of MathUSee in Special Education is not due solely to the curriculum or any one person, but rather it is the combined efforts of the Teachers, Trainers and School Administrators that come together and utilize the curriculum effectively! It takes a team to ensure the resources, communication, education and followthrough are available for all involved.
How does the program work in a Special Education setting?
The MathUSee system works in Special Education the same way it works in other markets. Because we focus on the individual student we are able to meet the unique needs of each student. The mastery approach utilized by MathUSee is unique and designed to give the teacher clear understanding of when a student is ready to move to the next lesson.
MathUSee is broken down to teach specific skills that build as the student progresses. This SYSTEMATIC and CUMULATIVE approach uses a definite, logical sequence of concept instruction. The MathUSee system is STRUCTURED with stepbystep procedures for introducing, reviewing, and practicing concepts.
WHY is Math·U·See Successful with Special Education?
Explicit Instruction  directly teaches skills for math.
Systematic and Cumulative  has a definite logical sequence of concept introduction.
Structured  uses stepbystep procedures for introducing, reviewing and practicing concepts.
Multisensory  engages visual, auditory, and kinesthetic channels simultaneously or in rapid succession.
Progress Monitoring  uses ongoing progress monitoring with frequent opportunities to reteach.


Our 4Step Approach to Closing the Gap and Improving Test Scores 
Here are the four steps that will help you get the most from the Math·U·See curriculum:
Step 1. Prepare for the lesson
As the teacher, watch the DVD to learn the concept yourself, and see how to demonstrate this concept with the blocks or fraction overlays. Also, read and study the examples in the Instruction Manual.
Step 2. Present the new topic
Present the new concept to your students using these three presentation models:
Build it: Demonstrate how to use the blocks (or fraction overlays) to solve the problem
Write it: Show the problems on paper as you build them, stepbystep.
Say it: Explain the "why" and "what" of the math you are doing.
By using Build, Write and Say (explained further on the DVD), you are helping the students to use their eyes, ears and hands to learn.
Step 3. Practice for mastery
Using the examples and the Lesson Practice problems from the Student Text, have the students practice the new concept. Coach them through the building, writing and saying process. It is one thing for students to watch someone else do a problem: it is quite another to do the exercise themselves. Do enough examples together until they can do them without assistance.
Step 4. Proceed after Mastery is Demonstrated
Once mastery of the new concept is accomplished, proceed into the Systematic Review pages for that lesson. Mastery can be demonstrated by having each student teach the new material back to you. Let him build the problem with the blocks (or fraction overlays), write it as he progresses through the problem, and say what he is doing as he works the problem. The goal is not to fill in worksheets, but to be able to teach back what has been learned.
Your students will be ready for the next lesson only after demonstrating mastery of the new concept and continued mastery of concepts found in the Systematic Review worksheets.
"Tell me and I'll forget; Show me and I may remember; involve me, and I will understand."
~Chinese Proverb
To which we add, "Let me teach it and I will have achieved mastery!"


Q. Does MathUSee meet the NCTM standards or Focal Points?
A. MathUSee does meet the (7) Seven recommended researchbased practices recommended by the U.S. Department of Education and the Institute for Education Science. More information can be found here.
But, because MathUSee is a skillbased program, and not a gradebased program it does not specifically correlate to any state or national standard including the NCTM focal points due to their grade level expectations. The sequence of instruction in MathUSee is unique. The scope of our curriculum does cover the mathematical concepts from basic number recognition to Calculus just not in the same order.
Q. How is MathUSee Implemented?
A. School or DistrictWide Implementation:
MathUSee is designed to work in either single school or district wide implementations of Special Education where small group and 1:1 instruction are the norm. In schools where MathUSee is selected as an intervention program, students should have instruction for 1520 minutes each day. There are many requirements for implementation of MathUSee at any level. For information based on your unique situation please contact us at SpecialEducation@mathusee.com.
MathUSee is not designed for implementation in large classroom situations.
Q. Do teachers need training to implement MathUSee?
A. The Instructional Pack (Manual and Video) provide the instruction necessary for successful implementation in most situations. Following the 4Steps of MathUSee most teachers will see students progress in their understanding of mathematics.
However, MathUSee does offer inservice training and certification training for districts looking for more handson initial training for the teachers. These inservice trainings are extremely helpful to help new teachers understand how MathUSee works and to answer many of the common questions SPED teachers need to know. Knowledgeable, seasoned trainers of MathUSee are available throughout the year. Please contact us at 8004546284 to schedule a training or to talk about options.
Q. Since the program is sequential from one level to the next, do students have to complete each level?
A. MathUSee is a skillsbased program, if a student has mastered materials in lower levels they do not need to complete those levels. Placement of students is based on their individual skill, not a grade level. The placement tests are available online as a free download.
Q. How long is a Video lesson?
A. The video lessons vary between 4 to 15 minutes in length. The average lesson is around 5 minutes long. The longest lesson, Place Value, is 15 minutes.
Q. Do we have to follow the 4Steps of MathUSee?
A. These steps are critical to the success of the program. Historically, we have found that those who have chosen to follow their own plan or use MathUSee in a more traditional approach have not seen the tremendous gains of those following this sequence.
The program's structure and systematic presentation of concepts has been carefully considered to ensure students master mathematics.
Q. Can MathUSee be used in conjunction with other math curricula?
A. Due to the unique scope and sequence of MathUSee, paralleling it with another program will be difficult. Teachers who are trained and well versed in the MathUSee methodology may find opportunities to present concepts in the MathUSee method while using other curricula. As a general rule, the MathUSee curricula provides all of the mathematics a student needs. 










To learn more about purchasing Math·U·See for your school's special education department, click here. 





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Just a note of thanks! We brought our 10 year old daughter home from private school last year. Her school taught 'touch' math, and we discovered she was counting instead of adding.
In light of that knowledge, we started with Alpha, as we wanted her to begin again with addition facts. What a difference in attitude towards Math, and in understanding overall! Our daughter went from listing Math as her least favorite subject to liking Math because she now understands and can apply what she knows.
When she tested with WJIII, her results were what we expected with the timed tests, as we do not do timed drills at home. However, we were pleasantly surprised with the application score, as it was a whole score (year) above everything else.
Thanks again for making such a wonderful program, and helping alleviate the fears of 'starting over.' It is so worth the journey as now our daughter can actually apply what she knows, and doesn't rely on counting to get her through a tough problem. She is now in the middle of Beta, and we should be in Gamma before summer 2007, so the fears of being way behind were just ungrounded. Cathie








