MathLine, Increasing Math Scores
“Students are able to achieve success right away andthey learn the concepts of computation effortlessly!”
Barb Johnson
Elementary
Teacher Livonia, MI
“We’ve made real strides in our kids’ understanding of math, confidence teaching math, and ultimately our math scores. The MathLine strategy is paying off!”
Ed Thomas
J. Sullivan Elementary
Hazlehurst, GA
Click here to learn how Manzanita Elementary’s 3rd grade classroom went from lowest scoring to highest using MathLine for 4 months!
Dr. Leonard Golubchick, Principal of The Anna Silver School in NYC, received Principal of the Year in 2001-2002. One factor for that award is that his math test scores increased from 51% to 62% over a year. That same year, MathLine supplemented their math curriculum and was used system-wide!
Click here to see the actual letter what Dr. Golubchick had to say about MathLine.
Click here to read what Denise Thompson, NCA Math Representative shares about MathLine and score improvement.
“I first got the tote bags at the Title One Conference in New Orleans. One day I brought the material into the media center and just started playing with the MathLine. Pretty soon, I had a crowd of fourth graders around me, all clamoring to use the MathLine. I knew then that I had to get this material into my students’ hands. The next year, I finally had one teacher to express an interest in MathLine. Since then, we have added 16 class sets. Teachers love the effect it has on all students, but are amazed at how much it helps less able students. Two years later, I have improved math test scores, but more importantly, math is suddenly fun again! This marriage of the concrete and the abstract will change the way teachers and children look at math instruction.”
-Dick Ellenburg
Principal
Oconee County School District
Walhalla, SC
“When I first saw the MathLine, I thought it could be the tool that I could use to bridge the concrete and the abstract for my math students. My students love using MathLines. Many of my students are still at the stage of direct modeling where they need to build the problems with help of a concrete tool such as base ten blocks or unifix cubes. MathLine eliminates the mess and adds a bridging dimension to the more abstract concept of symbols. After using MathLine with my students to solve both CGI problems and work in the grade level curriculum, my first and second grade students made the most significant gains of all primary students on the CCC program in the Minneapolis District in 1994. Many of these students continued to score on the 99th percentile nationally on the National tests. Throughout the years the use of MathLine to support my integrated math program has helped my students construct their math knowledge and consistently score in the upper 90’s on nationally normed tests. MathLine is a great addition to any math program.”
-Colleen Oakes
3rd Grade Teacher
Pillsbury MST Elementary
Minneapolis, MN
Click here to see action research results by Diana Lundquist working with MathLine for 30 days
“While early in implementation, teachers report an improvement in number sense… Overall attitudes towards math are improved, test scores are steadily improving. This is a great product. I look forward to implementing school-wide.”
-James Ellenberg
Principal
Orchard Park Elementary
Westminster, SC
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MathLine and Students’ Understanding
“I have used the MathLine with students in grades K through 2 and feel it is an excellent tool for helping kids learn numeration via a visual and hands-on approach”. … “I am convinced that the MathLine will be a valid aid in increasing our student’s achievement and understanding of numeration skills in mathematics.”
-Judy Parizek
Webster Open School
Click here to read Judy’s original letter
“My students and I truly enjoy working with the MathLine. All counting manipulatives would provide results, but this design makes it easier to control and faster to comprehend.” … “The students who were having a hard time with addition and subtraction skills, after the MathLine was included as a manipulative, have improved in the understanding of these math concepts.”
-Mrs. D Rayo
Crockett E.S.
“Our greatest benefit of the MathLine is in providing hands on use for those children who are not ready for mental computation and even have difficulty working independently with objects or a number line. Confusion and error frequently occur in remembering where to focus attention and in keeping track of the extra steps involved in counting. With the MathLine these children can visualize the computation, maintain the groupings more easily, do a minimum of counting and very soon work independently. We are also pleased to see how quickly short cuts are recognized and dependency on the MathLine diminishes.”
-Irma McLean
St. Paul’s Ev. Lutheran School
“The use of MathLine is helping meet the many needs of all my students.”
-Diana Jobin
Cokato Elementary
Click here to read Diana’s original letter
“Our teachers report that students learn concepts quickly with the help of MathLine. Teachers report the product is particularly helpful for those struggling with math. I am pleased we made the decision to purchase this product. Its ease of use, portability, and sturdiness makes MathLine a valuable aid in the classroom.”
-Bill Burke
Asst. Superintendent for Learning Services
McHenry, ISD
E-mail from one of Bill’s teachers to Bill Burke after the first week with MathLine in the classroom:
“On the MathLines…actually, I have started them this week in the classroom and the kids really enjoy using them and have grasped the concepts we’re shooting for. The concepts of division with remainders is a tough one and these MathLines are just PERFECT to pitch to the kids. In our 4th grade, we group this year (and) I got the “low” group. Let me tell you, with behavior disorders and learning disabilities, MathLine did wonders! Thanks again, Wendy Witowski”
-Wendy Witowski
4th Grade Teacher
McHenry, ISD
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MathLine and Students’ Attitudes
“Since math is an interdisciplinary subject, and it is included across the curriculum, having the MathLine at the students’ finger tips, make them confident and secure any time they are faced with a math problem.
-Mrs. D Rayo
Crockett E.S.
“My first grade class has been using MathLine 31 for the past month. During this time, their interest and enthusiasm for math has increased largely due to the use of MathLine. Children who previously stayed away from using manipulatives, eagerly use the MathLine. I have seen test scores dramatically increase.”
-Denise Thompson
Woodale Elementary School
Click here to read Denise’s original letter
“The MathLine works! It’s a very easy tool to use for all ages... Adding money with MathLine is a breeze - just simple, plain, fun and everyone gets it right! Self esteem and positive attitudes toward math has changed in my classroom, I see improvement after 2 weeks!”
-Mrs. Mentano
Crockett Elementary
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MathLine Success Stories
“I just love using the MathLines with my 1st and 2nd grade classes. Their calculations are so much more accurate.”
-Sharon Bostrom
Salem Woods Elementary
Click here to read Sharon’s original letter
“We met at the recent NCTM conference in San Francisco and I purchased a MathLine from you for my 7 yr. old daughter who was pretty “clueless” on simple arithmetic calculations. She just wasn’t “getting it”. I brought home MathLine-and what a difference! She related immediately to using it (she is both a visual and kinesthetic learner) and it has been an enormous aide to her math homework. She finds it fun – and I find that her successful use of MathLine has given her more confidence to go to the next level. And, she has stopped using her fingers (and mine!).
-Eileen Moskowitz
Parent
“The MathLine fits perfectly with <our> approach to mathematics and it is proven to be successful for student learning and achievement in numeration.”
-Judy Parizek
Webster Open School
Click here to read Judy’s original letter
“I am so pleased and impressed with the help MathLine has been to some of my students that I wish to purchase more so that some students can have them for independent work.”
-Martha Praska
St. Agnes Grade School
Title 1 Programs
“The MathLine was just the answer we were looking for to work on the basic math operations.”
Carol Bartges
St. Paul Public Schools
Teacher
“…Your MathLines have taken care of these problems. The children love using them. They are able to achieve success right away and they learn the concepts of computation effortlessly. I allow my students to use them as often and as long as they want or need to. By the end of the year, many students discontinue using them because they have mastered many of the basic facts and are confident with their own skills.”
B.Johnson
Livonia, MI
Click here to read B. Johnson’s original letter
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Teachers always love MathLine
“We supplemented our K-3 math curriculum with MathLine Concept-Building System in the winter-spring of 2002. At the end of the school year, I sent out a mandatory internal questionnaire to all of our teachers in the system for honest feedback. In the MathLine section of the questionnaire, I asked about the MathLine tool as a teaching strategy, the MathLine training workshops, and overall impression of MathLine.
The results? Out of 8 elementary schools (64 teachers), the overwhelming majority of teachers replied MathLine was ‘EXCELLENT’. I know I made the right decision!”
Mary Edwards
Administrative Director
St. James Parish School Board
Lutcher, LA
“I tutor children and yours is the best manipulative I have found yet.”
Dodd Harrison
Cincinatti, OH
Click here to read Dodd’s original letter
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MathLine is Self-contained &…
“The MathLine is a practical, sturdy, and hands-on teaching tool. We got rid of all the little pieces all over the desk, on the children’s mouth, and/or on the floor. It is well constructed making it ideal for kids to manipulate. I am not afraid of them damaging it that easily.
Mrs. D Rayo
Crockett E.S.
“I have found MathLine to be a wonderful manipulative because it is self-contained (no objects to drop or lose). Students do not get confused with problem solving because of the one-to-one correspondence between numbers and objects. My students are able to work more independently in math.
-Diana Jobin
Cokato Elementary
Click here to read Diana’s original letter
“I have found the MathLine to be very beneficial for the students who tend to get distracted when using other manipulatives in adding and subtracting.
-Judy Olson
Byron, MN
Click here to read Judy’s original letter
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MathLine & Middle School Remediation
“So many of our middle school students lacked basic conceptual understanding of math. It was intimidating and frustrating. Once they started working with MathLine, that all changed. They learned, and their confidence came back.”
Gerry Ness
Bridgeport, CT
6-7 Grade Teacher
“I teach 7th-8th grade...most have had poor success understanding pre-algebra concepts as they are so abstract. After receiving MathLine, I immediately saw how it could help with this problem. I began using two Student100's to teach addition pre-algebra. I gave 2 example problems and then assigned 20 problems for the student to do independently. After completing about half of the problems using the MathLines, the student suddenly figured out what he was doing and on his own switched to completing the 2nd half of the assignment without the aid of the MathLines. MathLine helped make an abstract concept concrete so the "light bulb" could go on for understanding.”
Kara Guiff
Oak Hill United School Corporation
Converse, IN
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Working with Howbrite Solutions
“My experience with Howbrite Solutions has been wonderful. It has been more than the personal touch (which is great), but the enthusiasm and follow through have made our interactions a totally positive experience!”
“I do feel that having the MathLines has energized the teachers to get excited about teaching math.”
-Paula Marone
Special Education Program Coordinator for Math
Arlington ISD
“The service provided by Howbrite Solutions staff has been outstanding. The product was delivered as requested – time and location. The inservice program provided staff-specific, concrete strategies to take back to their classroom. The staff is knowledgeable, competent, and efficient…great to work with.”
-Bill Burke
Asst. Superintendent for Learning Services
McHenry, ISD
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Testimonies from the research study
These testimonies were from students and teachers who participated in the research study and were part of the qualitative analysis. Click here to see the research.:
"Several students in my class struggle with math in general. Having a tool such as Mathline shows them math with their eyes."
– 3rd grade teacher
"It is very good for students with problems and it helps students to understand the concept."
– 3rd grade teacher
"They understood division easier…it also helped many students with ‘greater than’ and ‘less than’…it helps them with comparing and ordering numbers and patterns."
– 3rd grade teacher
"It is utilized best to introduce new skills that are unfamiliar to the students."
– 4th grade teacher
"It did help students see ‘rounding’ better…especially at first when they could see the blue and red rings. It didn't take long."
– 4th grade teacher
"For those who had a mental block memorizing facts, it has helped them see the connection."
– 4th grade teacher
Students in all grades (1st-4th) said:
"It’s fun to work with!"
Some first graders told us:
"It helps me with counting money."
"It helps with hard problems."
"It’s exciting because you can learn."
Second and third graders said,
"It helps us learn."
"It helps me to add and subtract."
"It makes it easier to do Math."
"The colors on the rings make it easier to count."
One rather articulate 4th grader told us:
"It sparks my interest and makes me more interested in math."
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