Outcomes
Teachers become effective in CPVA Methodology (Concrete, Pictoral, Verbal, Application).
Teachers instruct efficiently with CPVA.
Teachers and students master the vocabulary.
Teachers and students utilize efficient strategies.
Student acquires sufficient language, conceptual schema, skills, and procedures, with fluency and deep understanding, and is able to learn higher mathematics and to apply math to other disciplines and is able to solve problems.
Student is able to predict the result.
Student acquires self-discipline.
Student is able to problem solve.
Student masters grade level mathematics content.
Student cures mathematics skill gaps.
Student is a better independent learner.
Student is taught what questions to ask and how to answer them.
In order to achieve this, the teacher knows the breadth and depth of the subject and conveys that to the point of student mastery.
Student knows the definitions of each terms and can explain these in context.
Student masters addition and subtraction facts.
Student masters multiplication and division facts.
Student understands relationships between numbers and can articulate and demonstrate that.
All students will adopt all standards.
Students will respond in speech and in writing in complete sentences.
Every student exhibits acceptable behavior.
Every student will produce legible handwriting.
Brain plasticity and improved performance is dependent on concrete and instructional experiences and effective use of language.
With every session, the professional improves the child's executive functioning and the student becomes a better learner because he has increased his working memory, has improved his organization skill, has increased his flexibility of thought, and knows how to use tools that are efficient, elegant, and effective.
Proportional Reasoning is mastered in 5th through 7th grades.
Success
At a lecture in Washington, D.C., math-haters are turned around.
Outside Boston, an 11th grade class in Brighton, Massachuttes, contained 21 kids in hoodies and burkas, were arranged in groups of 8 or 9, in a class they called, "Math for Dummies." They were made to stand up and arrange chairs in a U. Each was given 10 paper fraction strips. A kid that stood 6' 2" said, "I do nothing. I won't touch these things." Another kid snatched them and did the exercise.
A profoundly dyscalculic 20 year-old, learned to subitize numbers 1 to 20 in an hour with Vusual Cluster Cards.