Rebecca Zook - Math Tutoring Online

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Posts Tagged as "tutoring"

Case study: a 10th grader goes from feeling like math is a foreign language to being the most-called upon student in her class

Wednesday, October 26th, 2016

When this student first came to me just before the summer between her freshman and sophomore years, her mom told me that the tutor they’d just worked with had told the family that to this student, math was like a foreign language where she only spoke five words.

Somehow she’d made it to the end of 9th grade with Bs in math, but none of it actually made any sense to her. It was like she just knew enough to “get around” – like how to ask where the bathroom was and order a hamburger – but not enough to really understand what was going on around her, or communicate herself.

Once we started working together the summer before she headed into pre-calculus, this student’s mastery, confidence, and grades began to steadily improve. By mid-sophomore year, my student’s teacher mentioned to her that he had to be careful to call on other students because my student always gave the correct answer!

The “piece de resistance” was when my student had to take an oral final for her math class at the end of her 10th grade year. Her teacher gave them five very sophisticated problems that synthesized everything they’d ever learned in new ways they hadn’t seen before. They had unlimited time to prepare, and then each student was asked to explain one of the five problems, picked at random on the spot, in front of the entire class. My student did such a good job that she got an A, and she told me later that she walked out of that class feeling like, “I can do anything!”

When it came time for this student to decide what math class to take after pre-calculus, instead of taking the statistics class that many students take as a way to avoid math, my student opted to enroll in AP AB Calculus. Because math had become beautiful, fascinated, and intrinsically rewarding to her, she wanted to keep exploring and growing.

Here’s how this student and I worked together to completely transform her experience of math from a source of unbelievable stress and anxiety into a source of joy and strength:

1. We worked in an atmosphere of total camaraderie and trust. Our tutoring sessions were totally a lighthearted, safe zone where there was absolutely no judgement. This student was free to ask as many questions as she wanted, go over as many examples as she desired, or go over the same example as many times as she required, without any fear of being embarrassed.

2. We focused on filling in the gaps, while also addressing whatever she needed to learn that week or that day. When we would go over her current material and encounter a gap, we’d keep excavating backwards through the layers of prerequisite knowledge until we found the original misunderstanding. Then we’d fill that in, then the idea on top of that, then the idea on top of that, until we’d build back up through the layers to what she was responsible for learning today. This way she was able to repair gaps in her foundational knowledge, while also staying on top of her weekly curriculum and being prepared for tests and quizzes.

3. We really focused on approaching the material in a way that worked for HER. This particular student craves conceptual understanding, so we would approach the material from different angles until she understood WHY it worked that way. She also loves learning math visually, so we would frequently approach concepts and procedures in a visual way – like FOILing using a box instead of just parentheses – that made the concepts more intuitive for her, and easier to internalize.

During moments like this, she would share observations like, “I don’t know how I lived through math without completely understanding this, because it’s so much easier than I thought it was. My whole childhood with math has been completely relearned.”

As my student’s mastery naturally led to greater confidence and grades, her enthusiasm for math grew more and more. She recently shared with me, “This is actually so cool – when actually I understand it, it’s so much fun!”

Would you like your daughter or son to go from feeling like math is a foreign language to experiencing math as genuinely enjoyable, meaningful, and fascinating?

Just click here to get started with your special application for my one-on-one math tutoring programs.

Once your application is received, we’ll set up a special complimentary phone call to get clear if it would be a fit for me to support your child with math. I can’t wait to connect!

Related posts:
Case study: a 5th grader goes from believing “math doesn’t like me” to singing and dancing about math while wearing a purple tutu
Case study: a rising 8th grader masters her summer math packet
How to multiply binomials using a box (alternative to FOILing)
An easy way to remember how logarithmic notation works

Posts Tagged as "tutoring"

Come meet me in person in Maryland – Thursday 1/21 at 7 pm!

Tuesday, January 12th, 2016

15.10.24STEMDuyTran (518)

I have a super special speaking engagement coming up in Maryland, and you’re invited!

This is a rare opportunity to meet me in person (for free) in a very intimate, powerful group.

How to Sing and Dance about Math:
For Musical Theater Teens and Tweens (and their parents)!

Are you so busy prepping for musical theater auditions, rehearsing, and performing, that you don’t have a lot of time for math homework?

Do you ever feel overwhelmed and stressed about math?

Do you wish you could get your math homework done easily and quickly?

Do you want math to be something you sing and dance about–something you love and enjoy as much as musical theater?


Posts Tagged as "tutoring"

When doing your math homework just isn’t cutting it

Thursday, March 27th, 2014

What if math could make you jump for joy?

Did you ever take the Presidential fitness tests growing up? I vividly remember being asked, about once a year, to run a mile. Even though I got a lot of cardio growing up from serious ballet training, running the mile in middle school and high school pretty much always made me feel like I was going to die. Even if I actually ran the whole thing, there would always come a point midway where it literally felt like my lungs were bleeding inside.

Looking back at this experience, I was like, what the heck were the PE teachers thinking? If you only run a mile once a year of course you are going to suck at it and totally hate it!

What about actually creating a physically fit generation by nurturing students to LOVE to run… not just endure a yearly test? What about actually creating a generation of students who LOVE to do math… not just “get through it” to make the grade?

Whether you’re at the starting line of a race, or freaking out the night before a math test, whenever there’s a gap between what we’re being asked to do, and our preparation, it can create a lot of stress and fear.

And very frequently, the reason you will have trouble in math, or with your physical fitness test, is because – bottom line – the practice you’re assigned is NOT ENOUGH for you to really master the material and be prepared for the task.

Ironically, usually when you’re in that “freaking out” place, the last thing you want to do is do MORE of what is freaking you out… whether it’s running a mile or doing math problems.

It actually requires a significant shift in your mindset, away from “let me just get through this” to “how can I truly master this so I can consistently perform at the level I desire”… And working from that new place of aiming for true mastery is so much more rewarding and satisfying… you can even learn to LOVE what used to fill you with fear and despair.

I’ve seen this transformation in my own life and also in so many of my students’. What I’m talking about here is a much higher and deeper level of taking personal responsibility for your own experience. And the beautiful result of this is realizing that whether or not you “make it” is really, truly up to you, not your teacher’s agenda or assignment schedule.

So how do you DO this? Let me share some super easy to implement tips for how to customize your own “math workout” when you know that your homework alone is not enough.

Here are some great ways to create extra practice that matches what you’re already working on:

1. Super simple: if you are assigned the evens, do the odds for extra practice, or vice versa. Just be sure that you’re able to check your answers somehow so you know you’re practicing things correctly.

(extra tip: If the answers aren’t in the back of the book, you can check a lot of math problems by plugging them into and it will tell you what the solution is. Just a word to the wise: Wolfram Alpha is a very powerful tool, and it often includes a lot of extra information that might be way more than what you’re looking for or need, so don’t get overwhelmed by all the “extras” – just pay attention to the parts you need, like a solution for ‘x’, for example. Just trust that the more sophisticated stuff will make more sense later on in your math learning adventure!)

2. Look for an ‘extra practice’ section in the back of the book. Most math textbooks have extra practice in the back, but a lot of times teachers won’t mention it or assign problems from it. Again, it’s most valuable when the book also includes solutions to the problems so you can check your work.

3. Don’t wait until the end of the chapter to use the “study guide” or “chapter test” problems for extra practice. Most books have a chapter review at the end of each chapter which will include several extra problems for you to use, labeled by section. Use them for extra practice as you learn each section. You can always revisit them closer to the test if you like!

4. This is a little more advanced: make up your own problems by just changing a few of the numbers. This is best to use if you know there’s a way you can check your answers so you know you’re practicing correctly, or if you are feeling confident about checking your own work.

5. Invest in an extra math textbook for extra practice. (I am a fan of the Algebra 1 & Algebra 2 “Structure and Method: The Classic” books, which also make a good reference.) Use the table of contents and the index to find problems that are similar to the ones that you’re working on.

6. Get the solutions manual or teacher’s manual for your regular textbook.
When they’re available, they usually include answers to EVERY problem in the book, not just selected problems.

(Note: Please understand – my intention in suggesting this is absolutely not for students to take a shortcut and skip doing the work of the problem. It’s because it’s something I personally do when I’m learning a new math concept or technique and I want to make sure I can check ALL my work.)

7. Most important: be sure to choose problems where you can check your answers as you go, whether in the back of the book, from wolframalpha, or from a trusted friend or adult. If you don’t know if your answer is correct or not, it’s like practicing the violin wearing earplugs. The only way you know you’re really learning is if you’re getting feedback that you’re on the right track.

Are you tired of watching your kid do their homework diligently night after night, and then bomb their tests and quizzes? Do you dread trying to answer your kid’s questions about math? Are you ready to invest in totally customized support so that your son or daughter can see great results from their hard work and experience math as a source of joy and strength?

If you answered yes to those questions, you’re invited to apply to my very special one-on-one math tutoring programs!

Just click here to get started with your special application. Once your application is received, we’ll set up a special phone call to explore what’s going on with your kid and get clear on whether or not it would be a fit for me to support them! I can’t wait to hear from you!

Sending you love,

Related posts:
How to experience math as your own unique creation
Three simple tips for the night before your math exam
Tips for how to help your kid with their math homework
Self-made heroes: the dancers of planet b-boy

Posts Tagged as "tutoring"

Tutoring Technology Update: What I Use Now

Monday, October 1st, 2012

I’ve been getting a lot of questions about what technology I’m currently using to work with my students. So I’m gonna lay it all out for you!

Whiteboards: With all my students, I use groupboard designer as our online whiteboard.

I am no longer using Team Skrbl, which unfortunately is no longer functional. Talkandwrite only works with an old version of Skype (the desktop API) so now I just use groupboard.

I have tried every single whiteboard I can find out there, and these are my current favorites. If you have one you prefer, let me know, and I’ll be happy to give it a try.

Video: All students now use Skype video during our sessions so we can both see and hear each other.

Pen Tablets: Also, re: which bamboo pen tablet I recommend — every single one I’ve used has worked great with the whiteboards above. I just use the most basic model because that’s all my students need for writing math out — they just don’t need the fancier functions of a professional graphics tablet.

Thanks to all the developers who have made these awesome products a reality! I use them every day with my students, and I really want to spread the word about the good stuff.

Are you intrigued by using this kind of fun technology to work one-on-one with a caring mentor to master math, increase your confidence, and really improve your grades?

Then I invite you to apply for my very special one-on-one math tutoring programs!

Just click here to get started with your special application. Once your application is received, we’ll set up a special phone call to get clear if my approach would be a good fit for your child.

I’m excited to connect!

Sending you love,

Related posts:
How to find a trustworthy online tutor
My online tutoring technology – why I use handwriting instead of typing
Encouragement, anywhere
How handwriting helps us learn

Posts Tagged as "tutoring"

Stuck on a math problem? Call your brain on the phone

Thursday, March 15th, 2012

Today’s tip is my first shot “in the wild” — on the streets of Times Square, NYC!! Super special thanks to my camerawoman and amazing friend, Missy Mazzoli, who made this episode possible.

A little while back, I was working with a student who got stuck on a math problem.

“Can I call my brain on the phone?” she asked.

“Sure,” I said. I didn’t know where this was going, but I wanted to see what my student meant.

She held her hand up to her ear in “fake phone” position. “Hello, brain?” she inquired. “I need some help with this problem. Okay, I need to do this… all right, and then I need to do that… Uh-huh….. Okay….All right the answer is….Thank you brain! I’ll talk to you later! Bye!”

It totally worked.

Why? It’s so silly. It’s a little crazy. Why does it work?

1. You’re talking out loud. Researchers in Spain found that students who talk through a problem out loud have a greater chance of solving the problem correctly. I’ve often wondered if part of the reason tutoring works so well is just because it forces students to talk through what they’re doing. Paradoxically, we are frequently conditioned in school to think that when we’re working on math by ourselves, it needs to be a silent solitary activity, but talking through a problem out loud can really get the math juices flowing.

2. It’s totally proactive. Instead of letting your eyes glaze over, moving on to the next problem, saying “I hate this and I’ll never get it,” or giving up completely, my student took an active approach.

3. You’re trusting yourself and relying on yourself. Even though my student was characterizing her brain as something “else,” she was really trusting herself, trusting that she had some untapped inner resources she could access if she came at the problem from a different angle.

4. You’re being yourself. When you’re really yourself when you’re doing math, you plug into all kinds of resources that you would cut yourself off from if you believe you have to behave a certain way or be a certain kind of person in order to succeed at math.

5. It’s a little bit silly. In my experience, being a little silly — doing something crazy like “calling your brain on the phone” or doing math in a silly voice — not only keeps things fun but also prevents students from shutting down or going into panic mode. And like talking things through out loud, it seems to open up more possibilities.

I’m proud to report that my student has used this same technique several times since she first introduced it to me, with great success.

So today’s tip is, when you’re stuck on a math problem, talk it out!!! Whether that means calling your brain on the phone, just talking it through out loud in a silly voice — or in a normal voice.

Have you ever called your brain on the phone? Is there a special (possibly silly) technique you like to use when you’re stuck? Leave a comment because I’d love to hear all about it!

Related posts:
How to help kids be okay with things being hard
When in doubt, talk it out
Is multi-sensory learning hardwired into our humanity?