Rebecca Zook - Math Tutoring Online

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Posts Tagged as "4th grade"

Magical Math Tea Party, Sat 2/20 @ 10-11 am Eastern

Tuesday, January 26th, 2021
A recent magical math tea party!

Do you wish you and your child could actually LOVE math?

Come and join me, the magical math unicorn, and kids-etiquette-legend Mrs. B for a virtual math lesson and tea time!

This is a special event for elementary school aged students and their parents to attend together.

We will unveil the secrets of making math magical so you and your child can actually LOVE math in 2021.

You will learn three secrets of making math magical that can be used on any problem, at any grade level.

We will practice applying these tools together, choosing from problems you send to us in advance, and participants will take turns getting help on their specific problems.

Brew your favorite tea and don your most festive party hat!

WHAT: Magical Math Tea Party

FOR: Elementary-aged students and their parents to attend together

WHEN: Saturday Feb 20th @ 10-11 am eastern


Just click here to register!
I can’t wait to see you there!!

Sending you love,


the magical math unicorn

PS. And please share with anyone who you sense could use this support!

Me and my co-host, kids’ etiquette legend, Mrs. B!

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Posts Tagged as "4th grade"

Case Study: Confused by Math Instruction in a Foreign Language

Wednesday, December 9th, 2009

One of my favorite success stories is a student who came to me as a fourth grader. She was extremely confused about math because her first three years of elementary school were at a French language school. Not only was math taught in French, which was not her first language, but the math instructors were also really bad. Also, she would get emotional about math—sometimes she’d get so upset that she would freeze up.

We started with a lot of math drill, reviewing arithmetic concepts that were unclear from years of math instruction in French. Then we moved on to mixing that with a review of what she was working on in class. We worked very slowly, and at the end of every page or every problem I would give her a high five and a special sticker. (Now, after all I’ve learned about rewards and motivation, I might not give her a sticker every single time.)

Another helpful strategy was paying attention to her emotions of frustration and anxiety, and modeling how to handle them. When she got frustrated or anxious, I would stay calm, just like I hoped she’d learn to stay calm in the face of a challenge.

One day she got really upset about some things in her life that were stressing her out, and I could tell she needed a break. (I was trying to build on what I’d learned from working with another student who broke down during tutoring once.) So we packed up our work and spent the rest of the session leisurely exploring the beautiful library where we met for tutoring.

Very gradually, things improved to the point where she even told me that she “loved” certain kinds of problems. This made me so proud of her! It was amazing to see her going from feeling scared and confused about math to actually being comfortable and delighted with it. Overall, I think what worked for her was just personalized and caring attention with a stress-free vibe.

Related Posts:

Case Study: Regaining Love of Math
Case Study: Learning Geometry with a Spatial Disability