First, understand the learner; then teach the learner. Success in math is about much more than getting the correct answer. It begins with understanding how a child learns.

At Holly Graves & Associates, we understand that math is its own language—a language of quantities, relationships, patterns, and logical reasoning. Like reading, mathematics depends on many cognitive systems and learned skills working together. When one part of that system becomes difficult, math can become frustrating even for bright, capable students.

One student may understand mathematical concepts but struggle to remember math facts. Another may know the facts but become lost when solving multi-step problems. Some students have difficulty organizing their work on the page, while others struggle to understand the language of word problems. For students with dyslexia and other language-based learning differences, those language demands can make mathematics even more challenging.

Our goal is not simply to determine whether a student can do mathematics. We want to understand how they learn, why they are struggling, and which skills we can strengthen to help them become successful.

The Science of Reading has transformed literacy instruction by demonstrating that reading is not a single skill. Instead, it is the product of many underlying cognitive and language processes that can be identified, assessed, and taught explicitly.

We believe mathematics deserves the same thoughtful, evidence-based approach.

Research in cognitive science and mathematics education shows that successful mathematical learning depends upon the integration of many systems, including:
 

• Number sense
• Mathematical reasoning
• Visual-spatial processing
• Language and mathematical vocabulary
• Working memory
• Executive functioning
• Attention
• Organization and sequencing
• Computational fluency
• Conceptual understanding

When one of these systems is less efficient, mathematics can become difficult even though a student is intelligent, motivated, and working hard.

Rather than asking, “Why can’t this student do math?”
we ask, “Which underlying skills are making mathematics difficult for this student?”

Just as the Science of Reading identifies the foundational skills that support successful reading, we seek to identify the foundational skills that support mathematical thinking. This allows intervention to be individualized, efficient, and targeted rather than relying on repetition alone.

Our goal is not simply to teach procedures. It is to help students understand why mathematics works.

Strong mathematical thinking depends on many different abilities. A student may struggle in one area while demonstrating strengths in another. Successful mathematics draws upon: 

• Understanding quantities and number relationships
• Recognizing patterns
• Visualizing mathematical ideas
• Learning and recalling math facts
• Organizing information
• Sequencing multiple steps
• Understanding mathematical vocabulary
• Working memory
• Attention
• Reasoning through unfamiliar problems

When these skills are examined individually, we can identify specific strengths and weaknesses and design instruction that is both meaningful and efficient.

Just as poor handwriting does not necessarily make someone a poor writer, difficulty with one mathematical skill does not mean a child is “bad at math.”

Many parents are surprised to learn that reading and mathematics share important cognitive foundations.
Students with dyslexia and other language-based learning differences often have difficulty learning math facts, understanding mathematical vocabulary, following multi-step directions, organizing written work, interpreting word problems, remembering procedures, or explaining their mathematical thinking.
Many of these students understand mathematical concepts remarkably well. Their greatest challenges often lie in the language, memory, or organizational demands surrounding mathematics.
Because we specialize in language-based learning differences, Holly Graves & Associates is uniquely positioned to recognize these connections. Rather than treating reading and mathematics as separate subjects, we recognize that many of the same learning systems support success in both.

The best mathematics instruction helps students create meaning. Just as hand motions reinforce songs and poems, mathematical ideas become stronger when students can see them, say them, move them, write them, and explain them.

Our intervention may include visual models, manipulatives, movement, mathematical discussion, structured written organization, explicit vocabulary instruction, guided reasoning, visualization, and carefully sequenced problem-solving strategies.

By engaging multiple learning pathways, students build stronger conceptual understanding, improve memory, and gain confidence.

Dyscalculia is a specific learning disability that affects the development of mathematical understanding. Students with dyscalculia may have trouble developing number sense, understanding quantity, recalling math facts, learning arithmetic procedures, estimating, understanding place value, or applying mathematics in everyday situations.

Like dyslexia, dyscalculia exists on a continuum, and every learner presents differently. Many families come to Holly Graves & Associates after their child has already been diagnosed with dyscalculia. Others come because they suspect there is something more than ordinary difficulty with mathematics. We are experienced in working with both groups.

Students diagnosed with dyscalculia often benefit from explicit, individualized intervention that builds foundational number sense, strengthens mathematical reasoning, develops efficient learning strategies, and fosters confidence.

Our goal is not simply to help students compensate for their difficulties. We work to strengthen the underlying understanding that allows students to become flexible, confident, and independent mathematical thinkers.

Holly Graves & Associates offers comprehensive mathematics evaluations, including administration of the Phifer Assessment of Mathematics (FAM®).

The FAM provides valuable information about a student’s mathematical thinking by examining foundational number concepts, fluency, calculation, reasoning, and problem solving. Unlike traditional achievement tests that primarily measure whether a student gets the correct answer, the FAM helps us understand how a student thinks about mathematics and where the learning process is breaking down.

When appropriate, mathematics assessment is integrated with educational, cognitive, and language evaluations to create a more complete picture of how a student learns. Assessment is not about labeling students. It is about understanding how they learn so instruction can be targeted to their individual needs.

Children do not all learn mathematics in the same way, so they should not all be taught in the same way.

Our intervention begins by understanding the learner. We identify the skills that need support, build upon the strengths each student already possesses, and choose instructional strategies that are effective, efficient, and meaningful for that individual child.

We believe every student deserves mathematics instruction that is as individualized as their reading instruction. 

We don’t just teach mathematics—we study how children learn mathematics.

Parents often ask us, “How long will this take?” Our answer reflects our philosophy:

We go as slowly as a student needs to be successful and as quickly as they can.

Some students need time to build strong foundations before moving forward. Others progress rapidly once the right pieces are in place. Our responsibility is not to move every student at the same pace. It is to help each student make meaningful, lasting progress. When we understand the learner first, meaningful learning follows.