Rebecca Zook - Math Tutoring Online

Each ADHD student I’ve worked with has been totally unique from any other, so I always adjust my approach accordingly for each individual. But since this is a case study, here are some things that really helped this particular student.

This student first came to me the summer before ninth grade. The previous year she had struggled with focus, especially in math, and at the end of eighth grade, her math teacher had encouraged her to use the summer to review. So we started tutoring over the summer, which was perfect: tons of time, without the pressure of classroom tests or other school-year commitments.

Find the missing gaps and fill them in. Math is so cumulative that missing a single class or even spacing out for a few minutes can make a student feel totally lost! So a big part of our initial work together was retracing my student’s steps and seeing what skills were missing. Once those prerequisite skills were identified, she could master them and move forward.

Focus on conceptual understanding. A lot of students prefer to learn how to do something before learning why it works that way. However, this student craved conceptual understanding. Frequently, once the big picture became clear to her, her face would light up, and she’d exclaim excitedly. Off and running, she’d dive right into the problem, knowing exactly what to do even if I hadn’t told her first. Because this student thrived on big-picture teaching, we focused on that first in each session.

Adjust the curriculum. A easy but helpful psychological “trick”: when we started working together during the summer, we used the textbook for the upcoming year instead of using her old textbook. The material at the end of 8th grade and the beginning of 9th grade is usually the same. But she could start the year confidently, knowing that she’d already mastered the exact material that would be covered in the first few weeks of school. Also, after the school year began, when appropriate, we’d consult an alternative textbook for explanations better suited to her learning style.

In addition to our summer meetings, we continued to meet periodically during the year. After barely four months working together, I was thrilled to learn that my student earned a grade of 108 on her algebra test: 100 plus the 8 point extra credit problem. The highest grade in the class!

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Case Study: Regaining Love of Math
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A student came to me this past spring with an unusual proposition. She wanted tutoring because she felt that she’d lost her love of math and she wanted to regain it. (Also, she was already earning Bs in school, but she wanted to learn math without so much stress.) What a really cool reason to seek tutoring! Plus, I was excited to work with a student who was already intrinsically motivated.

Since every student is different, I wasn’t sure until we started working together what would help her regain her love of math. She was already very organized and would come to each session with a plan for what she wanted to discuss.

It quickly became apparent that she really just needed some time one-on-one to go over the things she had questions about. The way that her classroom teacher explained things wasn’t always the way that made the most intuitive sense to her. (This isn’t unusual, considering that every single human has a unique way of approaching their own learning).

Another thing that worked was introducing alternative ways of thinking about particular math concepts. This student was great at evaluating what options worked best for her. She’d explain which approaches made total sense and which ones really didn’t help her. She’d also use her synaesthesia to create her own mnemonic devices.

This student would tackle tough problems with gusto. Once, after she cracked a particularly challenging problem, I drew a star with shining rays next to her final answer to show how proud I was. We jokingly named it “The Star of Vanquishment”—vanquishing seemingly impossible problems! This became a running joke. We’d draw it when we felt like we needed inspiration to get through something unfamiliar, or to celebrate when we solved a tough problem.

My student’s school year ended later than any other schools in the area. I was concerned because before I’d committed to working with her, I’d made plans to be out of town for a music festival during her final exams. So she was one of the first students to test-drive my online tutoring technology with me.

During our final session online, she told me that her past three quiz grades had been an 100, an 103, and a 93—“but the 93 was the highest grade in the class on that quiz.” I was so proud of her!

Most importantly, it seemed from her confident and enthusiastic attitude that she had regained her love of math, or at least was well on her way. Overall, I think the “secret ingredient” here was just supporting her and personalizing her instruction in a relaxed and encouraging environment.

Related Posts: Case Study: Learning Geometry with a Spatial Disability
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One of my favorite success stories was a star hockey player who was failing geometry because he had a spatial disability. For many people, geometry is very intuitive because of the diagrams, but for this student, reading diagrams was extra difficult.

One of the first things I tried with this student was using erasable colored pencils to label different parts of the diagram in different colors. I hoped the different colors would help him distinguish different parts of the diagram, un-jumble them, and process the information better. But he didn’t seem to be into the colored pencils, so we stopped using them after a while.

However, I knew he must have excellent kinesthetic-spatial intelligence in order to be such an awesome hockey player. I mean, he specialized in creating and responding to vectors on ice, right? So I tried to talk with him about visualizing things in motion. I would tear up pieces of notebook paper and create animated versions of the diagrams by moving the pieces of paper around.

In the end, I think the teaching strategy that helped him the most was just really breaking down the geometry diagrams. I realized that he was missing a lot of crucial information about how to interpret diagrams that most teachers probably never explain, most likely because it seems so “obvious.”

For example, someone without a spatial disability would look at a diagram of a triangle and just infer that if a number is tucked inside an angle, then it is the measure of that angle. Similarly, it would be easy for them to intuit that if a number is next to a line, then it’s the measure of that line.

But because of his disability, these things weren’t obvious to my student, and no one had ever explained them to him before. So we filled in the missing pieces. We broke down the different parts of those diagrams so he’d know exactly what to look for and which numbers affected which part.

The awesome part is that after a couple months, he went from failing to getting As and Bs!

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