The Goal of Math·U·See
The reason we study math is so we can apply what we learn in everyday situations.
Learning and understanding math is much more than committing a list of facts to memory. It includes memorization, but it also encompasses learning the concepts that are critical to problem solving.
Math·U·See's goal is to help produce confident problem-solvers who enjoy math.
Our Strategies for Teaching Math
As described by Pat, from the Albuquerque special-ed department
Explicit Instruction
Directly teaches skills for math
Systematic and Cumulative
Has a definite, logical sequence of concept introduction
Structured
Has step-by-step procedures for introducing, reviewing, and practicing concepts
Multi-sensory
Engages the visual, auditory, and kinesthetic channels simultaneously or in rapid succession
Progress Monitoring
Ongoing frequent opportunities to re-teach
Our 4-Step Approach
To train students to be confident problem solvers, 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 Teacher Manual, along with the written explanations.
Step 2. Present the new topic to the student
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, step-by-step.
- 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 the student to acquire 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 same themselves. Do enough examples together until they can do them without assistance.
Step 4. Proceed after the Student Demonstrates Mastery
Once mastery of the new concept is demonstrated, 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!"
In the Classroom
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Use the decimal street mat on the floor and have the students build the problems. Some teachers laminate the mat and then use dry-erase markers to write out the problems. 
You can get magnetic strips and glue them to the backs of the blocks then use them to teach using a magnetic board.
One teacher uses a "magic hat" and drills the students on color-number recognition. 
There are many methods for storing the blocks. Some teachers use ziploc baggies, some use plastic containers, some use the cardboard boxes, and some use the 
You can make up fun math games for the kids to play. One teacher writes problems on 3 x 5 cards and has the student run and build the answer at a block "work station". When they are finished, they get points which can then be cashed in for rewards.