What is a Multisensory Math Program?

The Orton-Gillingham method of literacy instruction is a multimodal approach. It involves combining auditory, visual, sensory, and kinesthetic components to help primary school children understand the connection between language and letters or words.

Traditional math instruction is built on the same principles as multisensory arithmetic. It encourages touch, sight, hearing, and movement while learning and teaching a new concept. Marilyn Zecher, M.A., CALT, a certified academic language therapist and multisensory math expert, speaker, former classroom demonstration teacher and a New Jersey multisensory math tutor, expanded and improved on this technique. She utilized and combined the Orton-Gillingham Approach with evidence-based approaches based on neuroimaging research and NCTM and What Works Clearinghouse recommendations.

Zecher puts emphasis on the math language, highlighting the significance of teaching language throughout developing ideas and skills for application. For example, multisensory math combines the Concrete, Representational, and Abstract (CRA) teaching sequence with expressive language to help learners grasp fundamental arithmetic concepts more successfully.

Using the multimodal math approach, students must practice skills regularly and gain new concepts via CRA.

Touch (Concrete) – This multisensory math element is about touch. New Jersey multimodal math tutors use tangible objects to demonstrate concepts or numbers, such as fractions, which are shown by breaking apart foam shapes (or using other manipulatives).

Representational (Drawing) – After the physical or tactile teaching modalities, instructors introduce the representational or drawing components. The multisensory method of education encourages students to create visual representations of the material they have learned. It also allows students to develop their connections and write down their ideas.

After students have fully understood the multisensory math lesson plans given and built upon throughout Concrete and Representational, they will proceed to the abstract or symbols sequence. Traditionally, teachers taught fundamental math courses using only abstract concepts (numbers and symbols). While this has worked for some children, others struggle to grasp mathematical ideas without a physical or visual depiction.

According to Zecher, students in basic math must grasp four conceptual limits that serve as the foundation for higher arithmetic levels. These are:

• Pattern Recognition and Subitizing – The capacity to quickly identify quantity, also known as subitizing, is a fundamental concept and one of the foundations of mathematics. Patterns are the most effective way to sense quantity. Developing a strong number sense requires the ability to visualize numbers. It opens the path for operational fluency and a greater understanding of numerical relationships. Substituting is shown by recognizing dice patterns: The number or quantity may be identified visually without counting or touching each dot. Similarly, it is essential to acknowledge number connections and understand that numbers may be deconstructed or broken down (8 into 3 and 5 or 2 and 6).

• Place Value – Teaching place value using craft sticks is a great way to utilize multimodal teaching techniques. For example, learners may see the quantity changing and feel a heavier weight as the number becomes larger. Similarly, it helps pupils distinguish between a number’s standard (the number’s name = 125) and extended form (which is made up of = 100 + 20 + 5).

• Distributive Property refers to a learner’s ability to act on more significant amounts while simultaneously understanding that such amounts may be broken down or decomposed and then worked on. Consider the number 15 multiplied by three. Students must first understand that the number 15 may be divided into two parts: ten and five. They may then distribute (multiply) 3 and add the results to obtain 15 x 3.

• What is ONE, and what are its many names? – This is related to the concept that every number written over itself equals one. Consequently, multiplying or dividing by some form of one changes the amount’s composition rather than the amount itself.

Multisensory techniques first were taught in literacy and reading education. However, professionals have shown that this multimodal approach can be used effectively to teach arithmetic.

It is critical to take advantage of a student’s existing skills. The CRA method may then be used to teach new concepts. Manipulatives are necessary for multimodal math instruction, especially in elementary school, but they do not have to be expensive. Here are a few examples of commonly used items:

• Craft sticks
• Beads and string
• Base ten blocks
• Interlocking cubes
• Color tiles
• Foam stickers
• Flat marbles
• Dice/Dominoes (only up to six)

Here are some multisensory math activities recommended that a New Jersey multisensory math tutor would typically use:

• Visualizing using manipulatives like beads, color tiles, or blocks is an excellent method to teach basic operations such as addition and subtraction. In addition, by seeing how quantities change, young learners understand how mathematical operations work. Visualization also helps in the comprehension of amounts and the development of number sense in children.

• Building shapes using cubes or tiles give children a concrete and tactile representation of dimensions and features.

• Drawing math problems is an excellent way to teach hands-on activities because it enables students to show their thinking and the concept they have learned.

• By tapping out numbers, children may “feel” the value of numbers. In addition, it helps students comprehend and link symbols and actual numbers.

• Songs are used to help students recall mathematical fundamentals and introduce new concepts.

• We can also include movement into mathematics via play and games.

• Use bundling sticks or coffee stirrers to teach regrouping and place value. This may also be done using base ten blocks.

• A hundred chart is an excellent way to teach children about number relationships.

• By slicing pizza into pieces, fractions are introduced and taught. When you chop up a paper or cardboard pizza, children are able to see what fractions look like when they choose pieces.

Additional information about multimodal math and can be found here:

1. Free, ready-to-use classroom resources for all students
2. Applying the Orton-Gillingham Approach to Math Lesson Planning
3. ASDEC Multisensory Math I Course
4. Math Print and Digital Resources
5. XtraMath® is an online math fact fluency program and App that helps students develop quick recall and automaticity of their basic math facts.

Our New Jersey multisensory math tutors can help your child with the following:

Adding and Subtracting Decimals
Adding and Subtracting Fractions with Like Denominators
Adding Subtracting Fractions with Unlike Denominators
Adding and Subtracting with Negatives
Addition Whole Numbers
Area

Bar Graphs
Basic Operations

Circles
Circles Area

Circle Graphs
Circumference
Common Ratio
Congruent Triangles
Convert Units of Area and Volume

Different Bases

Exponents

Line Graph

Number Lines – A number line visualizes a value, such as a fraction, an integer, or a whole number. The numbers are spaced evenly on a straight line, enabling students to understand numerical sequences. Number lines may be used to compare and organize numbers and teach multisensory math techniques for counting, adding, subtracting, multiplying, and dividing.

As one of the basic math operations, addition combines two or more objects into a single group. In mathematics, addition is the total or summation of two or more numbers. Therefore, learners must also grasp the properties of addition to deal with numbers more accurately.

Subtraction – Subtraction is a mathematical operation that subtracts a number from the total. Subtraction, like addition, contains features that are critical to comprehending the operation. For example, subtraction is subject to the identity property and inverse operations. It is, however, neither associative nor commutative.

Division – This operation refers to the process of splitting a big number into smaller groups or dividing a large number into equal parts. It is the inverse of multiplication. The commutative and associative characteristics of real numbers do not apply to division.

Multiplication – In mathematics, multiplication calculates the total of two or more numbers by repeatedly adding them. A multiplication statement includes:

• A multiplicand (the number multiplied by another number).
• A multiplier (the number multiplied by multiplied).
• The product or result of multiplying.

Multiplication has the following properties: commutative, associative, identity, and distributive.

Multiplication has the following properties: commutative, associative, identity, and distributive.

Fractions – Fractions are split numbers into equal parts. It consists of a numerator (the number of equal parts counted) and a denominator (the total number of equal parts in one whole). Proper, improper, and mixed fractions are the three kinds of fractions.

Decimals – A decimal is a way of expressing fractions. It consists of a whole number and a fraction of a whole number (any part less than one), separated by a dot or decimal point. A ten-point scale is used to represent decimals (tenths, hundredths, thousandths, and so on).

Contact us today to find your New Jersey multisensory math tutor!

Dana is a special education teacher specializing in working with students who have special needs, specifically students who have developmental and academic delays, as well as behavioral challenges. She is knowledgeable in social emotional development, ensuring children are given the appropriate tools to better cope with conflicts and problem solve more effectively.

Dana graduated from West Virginia University with a BS in Early Childhood Development and Family Studies, with an endorsement in Special Needs. Dana received her Master’s Degree in Early Childhood Education Curriculum and Instruction from William Paterson University in Wayne, New Jersey. She holds two certifications in the state of New Jersey: Teacher of Students with Disabilities and Teacher of Preschool through Grade 3.

Dana has been a teacher for 10 years in a public school setting at an elementary school in Teaneck, NJ. Her first year of teaching she taught Kindergarten, Language and Learning Disabilities (LLD), and after that Pre-K 4 special education. Dana understands the importance of individualized instruction to best meet the needs of all students. She also understands the benefits of a home to school connection to ensure children have a continuous learning experience outside of the classroom. Dana’s goals are to help children with the appropriate academic and social skills needed to progress, along with providing a fun, safe, and positive learning experience for both children and their families!

Location: All neighborhoods in Manhattan, Bergen and Hudson County, NJ
Type of Services: Literacy, Math, Science, Social Emotional Development, Behavioral Support.
Expertise: Child Development/Special Education-Working with children who have special needs, providing differentiated instruction, providing a multi-sensory approach to learning, assessment to drive instruction, Home and Center-based Early Intervention, IEP and IFSP preparation to ensure students are provided with appropriate goals and modifications to best meet their needs. Positive Behavior Support (PBS) to provide families and students with strategies to best cope with challenging behaviors at home and school. Developmentally appropriate state aligned curriculum writing, expertise with Tools of the Mind Curriculum, exposure to Creative Curriculum, emergent reading, writing, and math skills.
Ages: Preschool to Third Grade

Kaitlyn is a childhood (Grade 1- Grade 5) special education teacher at a public school in Brooklyn. She obtained a Bachelor’s degree in Childhood Education (Grades 1-6) from The College of Staten Island. She continued at The College of Staten Island to obtain a Master’s Degree in Special Education (Grade 1- Grade 6). Kaitlyn recently completed the CITE program through The College of Saint Rose to obtain advanced certifications in School Building Leadership and School District Leadership. Kaitlyn has six years of experience working with students with diverse backgrounds. She has experience working with students with ADHD, autism, speech and language impairments, and dyslexia. She prides herself in differentiating her instruction to meet her students’ unique needs. She has experience teaching the Common Core Standards and newly adapted Next Generation Learning Standards. Kaitlyn incorporates the Wilson/Fundation program in her teaching and applies the Orton-Gillingham approach. She is currently teaching in a 4th grade ICT setting as the special education teacher and also has experience as a 1st grade special education teacher. Kaitlyn worked at A+ Academy as a 4th and 5th grade test prep teacher specializing in math instruction and summer school for the Department of Education during the summers of 2018-2019.

Kaitlyn works with a student-centered approach celebrating their accomplishments and building their self-confidence. Kaitlyn teaches with the use of manipulatives and scaffolds. She specializes in teaching test preparation skills in reading, writing, and math. Kaitlyn provides support to students with phonics instruction, decoding, developing comprehension skills using a variety of sources. She has experience using the programs Go-Math, NY Engage, Envisions, and Everyday Math. She teaches strategies for students to apply classroom learning to real life.

Kaitlyn teaches that communication is key for forming meaningful relationships with teachers, parents, and service providers in order to support student’s wellbeing and development. Every student is a success story!

LOCATION: Middlesex County (Carteret, Cranbury, Dunellen, East Brunswick, New Brunswick, Edison, Metuchen, Middlesex, Woodbridge, Piscataway, Perth Amboy); Somerset County (North Plainfield, South Plainfield, Green Brook, Bound Brook, Somerville, Manville); and Union County (Linden, Elizabeth, Roselle, Clark, Cranford, Westfield, Scotch Plains, Kenilworth)
TYPE OF SERVICES: Initial Reading Evaluation, Individualized reading, writing, and math intervention, Multisensory Reading, Executive Functioning
EXPERTISE: Working with students with disabilities and building their executive functioning, improving phonemic awareness, decoding skills, and comprehension, improving understanding of math concepts using manipulatives and real world connections
AGES: Kindergarten-6th Grade
TEST PREP: Grades 3-5 ELA and Math State Tests

NY State Early Childhood and Students with Disabilities (B-2)

Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.

Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension. She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue.

Tamara’s methods of instruction focus on the reading science through a multisensory approach to instruction, as well as on the fun. She prides herself on students LOVING her sessions. She works with students on not only their literacy skills, but also focusing on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms. She has experience working with students with various needs including ADHD, autism, anxiety, behavior disorders, and dyslexia.

Tamara has experience working with pre-K through fifth-grade math curricula. She supports students in developing all aspects of mathematics using a multi-sensory approach. Students use real-world situations and manipulatives to not only learn the HOW of math concepts, but also the WHY. Tamara has experience working with Everyday Math, Go Math, Singapore Math, and state test prep.

In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.

LOCATION: Bergen, Essex and Union Counties
TYPE OF SERVICE: Pre-reading, Multi-sensory, Reading Comprehension, Writing, Spelling, Handwriting, Executive Function
EXPERTISE: ADHD/ADD, Reading Disorders, Special Education

Dual-certified Elementary and Special education teacher

Marielle is a dual-certified Elementary and Special education teacher with 10 years of classroom experience. Marielle’s enthusiastic, caring, and engaging personality helps to build relationships with her students, which in turn helps motivate them to learn.

Marielle has worked as a Special Education teacher from kindergarten through 6th grade, with students of varying abilities. Her school has students with learning, social, and emotional challenges. Marielle does everything she can to make learning fun, from singing songs to playing games. She looks for the best in every child, and wants to help them be the most successful student that they can be.

Marielle can work with students in any subject, including reading, writing, math, STEM, and social studies. She is Orton-Gillingham trained, and her school uses the OG PAF program daily. Her school uses the Saxon math program; a spiral approach to learning which consistently reviews previously taught material. Marielle has run the after-school programs at her school, as well as mentored new teachers to help train them in school systems and policies.

LOCATIONS: Online or Hoboken
TYPES OF SERVICES: Individualized reading and math instruction, building and strengthening knowledge of math concepts, support with homework, reading comprehension
EXPERTISE: K-6th grade reading, writing, and math- general and special education
AGES: Kindergarten through 6th grade

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