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

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

M.S. CCC-SLP, SPEECH LANGUAGE PATHOLOGIST

Michelle is a learning specialist who received her Bachelor of Science degree in Cognitive Science with minors in psychology and disabilities studies from the University of Delaware. She went on to complete her Masters in Speech and Language Pathology at Hunter College, and in 2020 she received her Juris Doctor degree from New York Law School intending to pursue Education Law in the future. During tutoring sessions, Michelle helps students develop skills from a variety of subjects including reading, math, and writing.

Regarding reading skills, Michelle has provided in-home tutoring to assist students in developing their phonemic awareness, phonics, decoding, vocabulary, and reading comprehension skills. Michelle’s approach is student-centered, and she makes a conscious effort to plan activities that align with a student’s specific interests to keep sessions engaging and enjoyable.

Michelle has provided writing support to students in first grade through eighth grade, with a particular emphasis on the planning stage, and organizational strategies used in writing. She has assisted students in learning to write persuasive, narrative, and informative essays. She utilizes a process-based approach focusing on writing full texts and meaningful ideas. This approach de-emphasizes spelling, punctuation, and grammar in the initial writing stage, coming back to these constructs later in the process.

In the area of math, Michelle has experience working with first through third-grade math curricula. She is skilled at helping students enhance their problem-solving skills, and master mathematical concepts through the use of tangible manipulatives and visual aids. She places emphasis on making sure students fully understand early mathematical concepts, rather than just completing problems in a rote manner, as early concepts are fundamental to complete more complex equations in later years.

Lastly, Michelle has experience helping students strengthen their executive functioning skills. Specifically, she has provided in-home tutoring to address adaptable thinking, helping students adjust to situations when necessary, and how to see situations from another’s perspective. She also has experience improving students’ working memory, by helping students retain and store learned information efficiently and then later put it to use.

M.P.S. ED., NY State Certified Early Childhood and Childhood General and Special Education

Alyssa is certified in General Education and Special Education for birth through sixth grade. She received her Bachelor’s degree from SUNY Cortland and her Master’s Degree from Manhattanville College. Alyssa teaches within the NYC DOE and is going on her fifth year as a Kindergarten Special Education teacher in an Integrated Co-Taught (ICT) class. She also has experience as a Pre-kindergarten enrichment teacher, and in first and second grade. Alyssa has worked as a Grade Team Lead, where she differentiated lesson plans for all types of learners based on data and led development sessions for teachers. She has also worked as a New Teacher Coach, helping new teachers plan engaging and meaningful lessons. Alyssa has experience working with children who are English Language Learners, have autism, ADHD, behavior disorders, speech and language disorders and other learning differences.

Alyssa prides herself in being a friendly, enthusiastic and caring individual who is constantly striving to gain more knowledge on how to effectively support her students. She believes students learn best when their specific learning styles and strengths are leveraged to assist them in meeting their goals. Alyssa will track their data and progress to further customize their engaging and hands-on lessons.

Alyssa aspires to be a teacher who inspires her students to be life-long learners and find confidence and joy in learning!

LOCATIONS: Manhattan, Brooklyn (Downtown, Williamsburg) and Jersey City
TYPES OF SERVICES: Individualized reading, writing, phonics and math instruction for individuals and groups (two to three)
EXPERTISE: Reading, Writing, (Teacher’s College) Phonics instruction (Fundations, Science of Reading based approaches), Grade level math
AGES: birth through second grade

Master’s in General Education (1-6), Special Education certification (1-6)

Gabrielle is an experienced special education teacher with over 10 years of teaching experience. She has taught kindergarten – 5th grade in general education, integrated co-teaching, and self contained settings. She has a Master’s in General Education (1-6) and Special Education certification (1-6) from Hunter College: School of Education. She is in school for her School Building Leader and District Leader Certification through the CITE program at The College of St.Rose.

Gabrielle is an elementary school teacher (K-5) with experience tutoring students (one-on-one and in small groups) and mentoring novice teachers. She provides a nurturing and caring learning experience that allows students to engage in productive struggles and become critical thinkers. She teaches students with diverse backgrounds and abilities (Autism Spectrum Disorder, ADHD, Speech and Language Impairment) and has a strong rapport with students and families. She believes all students can and will learn and thrive in society when provided with excellent instruction, tools, and resources based on their needs. She gives students skills that can be transferable to different areas of their everyday lives.

Gabrielle’s expertise includes phonics, phonemic awareness, decoding, fluency, reading comprehension, writing, and math instruction for individual and small groups (2-3 students). She is trained in Fountas and Pinnell administration, Fundations, Acadience, Reading Rescue, SPIRE, Phonics for Reading, Reading Mastery, Teacher’s College Reading and Writing, Wit and Wisdom, Envisions, Eureka Math, Amplify Science, iReady, Zearn.

In addition to her instructional experience as an educator, she is a curricula planner, grade leader, instructional leadership, and school leadership team member. She is committed to student growth and providing them with the skills needed to be successful. She is adventurous and enjoys learning new things, traveling, trying different foods, hiking, biking, skating, and dancing.

LOCATION:
MANHATTAN: Upper East Side, Upper West Side, Bronx, Riverdale, Yonkers, Westchester;
NEWJERSEY: Newark, Irvington, East Orange, West Orange, Bloomfield, Montclair, Belleville, Livingston, Millburn, Bogota, Edgewater, Fort Lee, East Rutherford, Hackensack, Paramus,
TYPE OF SERVICES: Administration and interpretation of literacy and math informal and formal assessments, literacy and math instruction for individuals and groups (2-3 students), Response to intervention services, reading fluency and comprehension, progress monitoring, writing instruction, building strength and knowledge of math concepts (grades k-3)

Michelle is a dedicated and passionate educator, boasting a robust academic background that includes a Bachelor’s degree in Communications and Psychology from Indiana University, as well as dual Master’s degrees in Special Education and Educational Leadership from Hunter College in New York City.

With a commendable 14-year tenure in the New York City public school system, Michelle has excelled as a special educator at the high school level. In this role, she has emerged as a leader within the special education department, fostering empowerment among students, families, and fellow teachers to guarantee the delivery of appropriate instruction and services.

Functioning as a model teacher, Michelle actively supports staff in crafting individualized curricula and implementing Universal Design for Learning (UDL) instruction. Her expertise extends to a decade of private tutoring, where she has successfully assisted students from 1st to 12th grade. Michelle’s proficiency in elementary education encompasses critical areas such as phonemic awareness, letters and sound cognition, decoding of one and multi-syllable words, spelling, reading comprehension, and vocabulary acquisition. She is equally adept at guiding students through the writing process, from sentence construction to paragraph development and the creation of 5-paragraph essays.

In the domain of mathematics, Michelle provides foundational support, placing emphasis on numeracy fluency through visual aids and manipulatives, problem-solving, and arithmetic skills. Acknowledging the importance of executive functioning at the elementary level, she prioritizes organizational skills, imparts fundamental study skills, and underscores the significance of effective time management. Michelle’s comprehensive approach ensures a well-rounded support system tailored to the individual needs of elementary students.

Currently serving as a Reading Intervention Teacher, Michelle specializes in decoding, reading fluency, and comprehension strategies for students several grade levels behind. Her expertise includes leveraging programs such as Wilson Reading, Phonics for Reading, and the REWARDS reading program.

Beyond her professional commitments, Michelle finds joy in spending quality time with her family, experimenting with new recipes, indulging in music, exploring travel opportunities, and maintaining a healthy lifestyle through practices like yoga and Pilates.

TYPES OF SERVICES: reading and math intervention; executive function support; writing development; reading comprehension
EXPERTISE: reading and math foundations; organizational supports; all aspects of the writing process and reading comprehension process
AGE: 1st grade – high school

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