From Average to Excellent – How Math Project’s Free Classes Helped the PDSB Students in 2022

In June 2022, the Peel District School Board (PDSB), Canada, launched a third-party tutoring program to support students in grades K-12. Fortunately, Math Project was one of the approved learning centers to give free math classes to PDSB students. Started in June 2022, many students were able to work on their math skills, build confidence and gain momentum in class with the help of dedicated teachers under the Math Project umbrella.

The article below highlights Math Project’s achievements over the last year and how their comprehensive learning system that they built over the years helped the PDSB students. Many parents have also left kind reviews, which express their satisfaction with the program.

A Non-Traditional Approach to Teaching Math

Children are passionate about learning new things. By feeding their passion, parents and teachers can help them strive to become the best they can be in academics and beyond. One of the children’s greatest challenges in the classroom is to not get distracted. Math Project’s non-traditional approach to teaching makes the subject interesting for students and enables them to find their focus.

Rather than getting into the nitty gritty about how Math Project is better than other math learning centers, we thought we’d share a few success stories with you!

Here is a testimonial given by a happy mom about Math Project. According to Kavitha, Math Project’s teachers made math interesting for her daughter.

It is critical for parents to recognize their children’s passions at a young age and to encourage their development by surrounding them with topics they enjoy.

Our students notice a considerable difference in their approach to solving problems since day one of their learning with Math Project. Mehreen Bilal is one of those many mothers whose kids started loving Math Project’s lessons from the beginning.

Building on Existing Knowledge

Building on existing knowledge of mathematics is as important as teaching advanced concepts to students. According to research from the University of Wisconsin-Madison, activating prior knowledge by practicing with similar, familiar problems prior to a new lesson could “support the spontaneous, correct transfer of children’s prior conceptual knowledge to a novel domain.”

Math Project is a big believer in building on the existing knowledge of students. It’s like watering a plant regularly and keeping it fresh so that it can become a tree later. Our dedicated tutors work out math problems with their students by helping them recall their previous knowledge on the topic.

One of our happy clients, Huma Siddique said that before joining Math Project, her son only knew to count from 1 to 50, but Math Project helped him learn advanced math concepts easily.

Ahlam Albirouty’s stellar review of Math Project proves that with grit and determination, any skill can be taught to young minds.

Summer Math Progress

Every summer, children miss out on a huge amount of learning opportunities. There is mounting research suggesting that students’ achievement scores typically decline over the summer by one month’s worth of academic learning. To make matters worse, declines in computational skills are usually sharper than declines in language-based skills, and the loss is greater in higher grades.

Math Project considers summer a glorious time for exploratory learning. The reduced workload during the holidays makes it easier for students to establish a routine that can be continued throughout the rest of the year.

Here is proof of how Math Project’s summer math program has helped students prevent summer loss.

Excellence and Reliability

At Math Project, we are obsessed with creating exceptional learning outcomes and assisting our students in achieving all of their learning objectives. For this purpose, we follow a transparent and unbiased onboarding process that identifies a student’s strengths, weaknesses, and learning gaps, creates a customized lesson plan, and assigns a suitable instructor to the student.

This year, one of our happy clients, Bisma Ali, spoke her heart out about the efficacy and reliability of Math Project’s K-12 program. She went on to express how satisfied she was after receiving excellent customer service from Math Project’s team.

Another positive review posted by Oluwatosin Ezra on Google speaks a lot about how accommodating our policies are and how supportive our teachers are.

Continuous Progress Can Lead to Greater Success

Discovering students’ true potential through assessments and continuous monitoring of learning progress is like finding a diamond in the rough and polishing it until its true beauty is revealed. Therefore, Math Project puts a strong emphasis on continuous learning and periodical assessments.

The PDSB-sponsored free tutoring program is ending soon. In case you’ve missed this opportunity, you can take advantage of our FREE month* being offered to Peel District School Board parents by acting fast before 2022 ends!

* If Peel District School Board students register with us before December 31, 2022, they can avail our New Year Package, which is registering with us for January and February 2023 and getting one month’s tuition for free. After these two months, the usual monthly fee policy will apply.

Math Project offers regular online foundational math programs in all major states of the US. Besides basic math tutoring, Math Project also prepares students for national and international math contests.

Contact us today at 1 (844) 628 – 4243 to book a free assessment!

Book a free assessment

Citations:

Peel District School Board Weekly Update – June 23, 2022 – peelschools.org/news

Pooja G. S., Martha W. A. Making connections in math: Activating a prior knowledge analogue matters for learning. Journal of Cognition and Development, 2015; 16(1), 160–185. – alibali.psych.wisc.edu

Cooper H., Nye B., Charlton K., Lindsay J., Greathouse S. The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 1996; 66(3), 227–268.  – journals.sagepub.com