Our purpose and history

Math is a Muscle works with students to close gaps in basic math skills.

• 2011: First tutoring session held at Indian Hill Middle School.
• 2012: Be The Change tutoring begins at John P. Parker. First volunteer tutor recruited.
• 2013: 7th and 8th graders moved from John P. Parker to Shroder High School.
• 2015: First version of the workbook written to prepare students for algebra. First tutor coordinator. Funding from Strive Partnership.
• 2017: Workbook rewritten to reduce scope to addition, subtraction, multiplication, division and fractions. Created pre- and post-test to facilitate student selection and measure student success.
• 2019: Major workbook rewrite including reordering the chapters, simplifying delivery and identifying chapter quick wins.
• 2020: Created tutor and student feedback form for continuous improvement. Created chapter test log.
• 2022: Added Prerequisite chapter to close additional gaps created as a result of COVID.
• 2023: Tutoring methodology section added. Tuesday Tutor Topics created to share learnings and insights immediately with tutors.
• 2024: Seventh and eighth graders moved to newly created Shroder Middle School.  Started tutoring 9th graders at Shroder High School
• 2025: Removed end of chapter tests to facilitate efficient progress through the program. Revised feedback form so tutors measure and report progress every session. Pre-algebra chapter added.

Message from the executive director

John Verschoor | LinkedIn

I am an electrical engineer by training and I love math. I have two grown daughters and was puzzled when neither of them pursued a mathematics intensive career. After they graduated college I started to investigate when, in the educational process, children started falling behind in math. What I discovered is what I call a “break point.” It occurs when children enter middle school. Upon entering middle school, most schools stop teaching what I call arithmetic and start teaching mathematics. That is also when they take “the test” which places them into one of the following math tracks. They are placed into advanced, average or remedial math. From this time forward it is very difficult for students to move into a more advanced track, but relatively easy for them to slide back. 

It was at that point that I decided to tutor math at my local middle school. In doing so I was surprised as it seemed that most students had the cognitive ability to understand grade level math. However, they struggled to get correct answers on their class work. In looking at a variety of students, it became obvious that most students struggled with at least one aspect of basic mathematics. Looking further I saw that most students struggled with one of three basic skills. These skills were, multiplying one digit numbers without a calculator, working with negative numbers, and fractions. 

I started to examine remedial math textbooks and found something I didn’t expect. Most made gross assumptions about what the student already knew. Some, started out explaining fractions without covering any of the knowledge that is required to grasp this complex math concept. I came to the conclusion that math teaching materials are written by those for whom math comes easily. I believe that is why it is difficult for some teachers to believe that a student does not understand a concept which the teacher thinks everyone understands. I have had students tell me that teachers have said they don’t believe a student doesn’t understand a concept. 

This is why I decided to write my own workbook that covers from the most basic concept describing what a number is and includes all the material you need in order to understand basic algebra. The workbook includes exercises and chapter tests so students can know when they have mastered a concept and are ready to move forward. 

The workbook has been used successfully for years with middle school students.  The concept behind the workbook was used with a variety of students including those whom are preparing to take the GED as well as those who are taking remedial math in college. I find that students who follow the process can move from being math phobic to proficient within weeks. 

Many students that I encounter have experienced repeated failure in math. Students may have deep seeded beliefs that math is all about memorization, or that they need a calculator, or that it is extremely complicated. None of these beliefs is true. However, in order to break through these beliefs I find it extremely helpful to get a quick win with students. 

When I learned my multiplication tables it was through memorization. It took flash cards and time to learn how to multiply. I have learned a way that doesn’t rely on memorization. It is simple and easy to understand. Often times when I explain it to adults who are proficient in math they will say to me, “how come no one ever taught me this?” 

I have seen many students expressions go from blank stares to smiling when they “get it” as I watch their math phobia melt away and their willingness to embark on the work of understanding arithmetic sparked. This program is designed to be delivered to a student by a tutor. I recommend that tutors undergo training prior to working with students. However, an intense knowledge of math is not required as the workbook provides only a foundation of math understanding upon which students can progress on to the more advanced concepts of algebra. 

To use a sports analogy, you wouldn’t wake up and decide to run a race without training. If you did you would likely feel bad physically and not very pleased with your performance. In order to succeed in sports you need to train the muscles used in that activity. I feel strongly that math is a muscle. Expecting to do well with math requires that you train that muscle. The workbook facilitates a students training of their math muscle so that it is prepared for the adventure of math learning. 

As in sports, not everyone has the same innate ability. However, in the same way that, with proper training, you can finish a race and feel good about your performance, the same is true with math. You may never take advanced math. However, upon completion of the math workbook, you will be able to use math effectively in your life and be prepared for more advanced coursework if you desire. 

I also need to say that math is a contact sport. (by putting pencil to paper) In order to use math effectively the student must work through problems and progress their learning through the three levels of understanding. First a student will be able to get the right answer for a problem. However, they will not be able to generalize the knowledge to solving similar problems. Second level is the student will know how to get the right answer. At this point they can apply their knowledge and be able to solve similar problems. The third and deepest level is where the student can explain how to solve the problem. It is at this point that a student has internalized the knowledge and can move effectively to other concepts. 

The essence of math is problem solving. Math requires you apply what you know to a problem you have not yet encountered. This is one reason why I see math as a life skill. We are constantly faced with problems which require solving and your math knowledge will help you make the best decisions possible. It is important when approaching any problem to “not make stuff up” and to follow the process. If you work with what you know, success is your reward.